CURRY 


c^ 


Shorthand    Manual 


REVISED  EDITION 


BY 

JAMES    S.    CURRY 


>     '  :>        o  • 


THE   BURROWS  BROTHERS    COMPANY 
CLEVELAND,    OHIO 

I917 


Copyright,  1908,  1914 

BY 

THE  BURROWS  BROTHERS  COMPANY 


J.    F.  TAPLEY  CO. 
NEW   YORK 


PREFACE 


This  text  presents  in  a  new,  simplified,  and  mod- 
ernized rendition,  the  Graham  system  of  shorthand ; 
a  system  which,  for  fifty  years,  has  been  found  best 
to  meet  all  the  requirements  of  the  stenographer  from 
the  business  office  to  the  most  technical,  legal,  medical, 
and  legislative  reporting.  It  is  the  system  used  by  a 
large  majority  of  expert  writers.  Its  principles  are 
easily  mastered;  it^is  capable  of  the  highest  possible 
speed ;  it  is  entirely  legible. 

Our  aim  has  been  not  to  elaborate  the  system,  but  to 
make  its  presentation  comprehensive  and  at  the  same 
time  the  simplest  and  most  practical  that  has  ever  been 
achieved.  We  have  striven  to  keep  in  mind  the 
learner's  needs.  Earnest  efforts  have  been  expended 
to  see  that  nothing  was  overlooked  tending  to  lighten 
his  labors  and  to  increase  his  interest  in  the  work. 

In  this  text-book  several  unique  and  interesting  fea- 
tures make  their  appearance  for  the  first  time: 

(a)  The  Suggestive  Helps,  both  in  connection  with 
the  consonant  alphabet  and  elsewhere,  will  prove  very 
helpful  to  the  learner  in  the  mastery  of  the  lessons  in 
which  they  occur. 

iii 


449588 


iv  PREFACE 

(b)  The  nomenclature,  or  nayning  oj  outlines,  is  de- 
veloped in  a  practical  manner  in  the  second  and  subse- 
sequent  lessons. 

(c)  The  introduction  of  Nomenclature  Words  is  an 
original  and  important  feature. 

(d)  No  word  for  which  the  principle  has  not  already 
been  explained  is  to  be  found  in  any  Reading  or  Writing 
Exercise.  This  is  of  the  utmost  importance,  as  it  does 
away  with  the  necessity  of  unlearning  or  learning  anew 
outlines  for  numerous  words. 

{e)  Very  few  changes  in  phrasing  are  required  as  the 
result  of  the  introduction  of  new  principles,  the  develop- 
ment being  logical  and  connected. 

To  hundreds  of  experienced  teachers  and  writers  through- 
out the  United  States  and  Canada  we  are  indebted  for 
valuable  suggestions  in  the  preparation  of  this  work. 

We  trust  this  book  will  materially  lighten  the  labor  of  the 
instructor,  brighten  the  pathway  of  the  student,  and  make 
the  mastery  of  a  valuable  and  useful  art  a  pleasant  as  well 
as  a  profitable  undertaking. 

Unitedly  and  sincerely, 

The  Author  and  the  Publishers. 


INTRODUCTION 


Stenography  is  a  term  applicable  to  any  system  of  short- 
hand writing,  whether  phonetic  or  non-phonetic. 

Phonography  is  a  system  of  shorthand  writing  which 
represents  phonetically  the  sounds,  syllables,  and  words  of 
a  language  by  means  of  simple  geometrical  signs. 

In  phonography,  it  should  be  borne  in  mind,  everything 
is  written  according  to  sound,  and  without  special  reference 
to  the  common  spelling;  thus,  came  is  written  as  though 
it  were  spelled  kdm\  rough,  as  though  it  were  spelled  riij; 
eight  and  ate,  as  though  they  were  spelled  at;  silent  letters 
are  omitted.  C,  Q,  and  X  do  not  appear  in  the  short- 
hand alphabet. 

C  has  two  sounds,  that  of  k  and  s\ 
Q  has  one  sound,  that  of  k; 

X  has  three  sounds,  that  of  k',  in  express,  gz  in 
example,  and  k  in  exceed. 

When  these  letters  appear  in  the  common  spelling  of 
words,  use  the  character  which  expresses  the  sound  re- 
presented. 

Any  young  person  of  fair  intelligence,  possessed  of 
patience  and  perseverance,  a  desire  to  learn,  and  a  deter- 
mination to  succeed,  can  master  shorthand. 

Each  lesson  should  be  thoroughly  mastered  before  pass- 
ing to  the  next.  The  first  well  learned,  the  second  will  be 
easy,  and  so  to  the  end. 


Vi  INTRODUCTION 

Three  things  are  essential  to  the  success  of  the  short- 
hand student: 

ist.  A  thorough  mastery  of  the  principles; 

2d.  FaciUty  in  applying  the  principles  in  writing; 

3d.  Ability  to  read  readily  and  accurately  what  has  been 
written. 

Frequent  review  of  the  lessons  will  secure  the  first;  writ- 
ing every  practice  exercise  at  least  the  required  number  of 
times  will  develop  the  second;  reading  all  that  the  student 
writes  over  and  over  again  will  give  the  third.  This 
systematic  work,  combined  with  a  reasonable  knowledge 
of  English  grammar  and  a  broad,  general  fund  of  informa- 
tion, will  develop  a  stenographer  whose  services  will  always 
be  in  demand  at  high  rates  of  compensation. 


Exercises  on  the  Analyses  of  Words,  etc. 

In  the  parallel  columns  of  the  following  list  is  to  be 
found  the  common  and  phonetic  spelling  of  the  words 
presented.  In  the  phonetic  spelling  silent  letters  are  omitted, 
and  the  correct  vowel  sounds  indicated  by  the  diacritical 
marks.  A  careful  study  of  these  words  will  materially  aid 
the  student  to  write  phonographically  the  words  presented 
in  the  lessons  of  the  text. 


Common 

Phonetic 

Common 

Phonetic 

Spelling 

Spelling 

Spelling 

Spelling 

toe 

to 

anew 

anu 

due 

du 

age 

aj 

buy 

bl 

edge 

gj 

doughy 

dot 

hedge 

hgj 

ague 

agu 

ledge 

I6j 

INTRODUCTION 


Vll 


Common 

Phonetic 

Common 

Phonetic 

Spelling 

Spelling 

Spelling 

Spelling 

page 

paj 

ridge 

rij 

peck 

p6k 

wreath 

reth 

comb 

kom 

rage 

raj 

gem 

jem 

kneel 

nel 

back 

bak 

coil 

koil 

bake 

bak 

rye 

ri 

baggage 

bagaj 

law 

la 

came 

kam 

lime 

llm 

same 

sam 

choose 

chooz 

days 

daz 

slow 

slo 

eight 

at 

lace 

las 

ate 

at 

source 

sors 

psalm 

sam 

fuse 

fuz 

bought 

bat 

slap 

slap 

caught 

kat 

ship 

ship 

dog 

dog 

smile 

smil 

shop 

shop 

slash 

slash 

feud 

fud 

discuss 

diskus 

doze 

doz 

Cicero 

STs6ro 

wrote 

rot 

causes 

k^zez 

write 

rit 

paste 

past 

height 

hit 

cost 

kost 

ooze 

ooz 

lost 

I6st 

noose 

noos 

sea 

se 

noon 

noon 

Esau 

Esa 

book 

book 

easily 

eziil 

wool 

wool 

scion 

sI6n 

shook 

shook 

Waugh 

Wa 

lack 

lak 

woes 

woz 

tallow 

talo 

wayside 

wasid 

Vlll 


INTRODUCTION 


Common 

Phonetic 

Common 

Phonetic 

Spelling 

Spelling 

Spelling 

Spelling 

wisely 

wizl  1 

lately 

lalli 

await 

awat 

fatal 

fatal 

awoke 

awok 

fumed 

fumd 

wall 

wal 

paged 

pajd 

Arab 

Arab 

attached 

atacht 

weary 

weri 

wired 

wird 

wore 

wor 

midnight 

midnlt 

win 

win 

compute 

komput 

queen 

kwen 

Hugh 

Hu 

quire 

kwlr 

hue 

hu 

squire 

skwir 

haze 

haz 

quench 

kwench 

hissed 

hist 

walk 

wak 

hedge 

hej 

weave 

wev 

prose 

proz 

wages 

wajez 

price 

pris 

Yale 

Yal 

phrase 

fraz 

empire 

empir 

framed 

framd 

impede 

imped 

cycle 

sikel 

dead 

ded 

exclaim 

eksklam 

fought 

fat 

expect 

ekspekt 

fade 

fad 

disclose 

diskloz 

vied 

vid 

disclosed 

disklozd 

shade 

shad 

cedar 

scdiir 

shut 

shut 

street 

stret 

Meade 

Med 

secret 

sckret 

saint 

sant 

deceptive 

deseptiv 

signed 

sind 

puffed 

puft 

sinned 

sind 

dawn 

dan 

cut 

kut 

China 

China 

sealed 

seld 

Emma 

Ema 

ascend 

asend 

Anna 

Ana 

INTRODUCTION 


KEY  TO  PRONUNCIATION 

a  long age,  aid,  lace. 

a  sliort at,  sat,  cat. 

a  Italian arm,  far,  calm. 

a  broad all,  fall,  call. 

e  long me,  fear,  eat. 

e  short met,  men,  .sell. 

I  long Ice,  pine,  die. 

I  short it,  pin,  miss. 

o  long  . old,  sold,  loaf. 

6  short on,  not,  lot. 

oo  long moon,  boot,  noon. 

66  short wool,  foot,  wood. 

u  Jong tube,  dupe,  Ose. 

u  sJiort up,  us,  tub. 


TABLE  OF  CONTENTS 


PAGE 

Preface iii 

Introduction v 

Exercise  on  the  Analysis  of  Words vi 

Key  to  Pronunciation ix 

Lesson  One: 

Consonant  Alphabet 1 

Suggestive  Helps 2 

General  Instructions 3 

Reading  Exercise 4 

To  the  Learner 4 

Writing  Exercise 5 

Remarks S 

Review  Questions 6 

Lesson  Two: 

Consonant  Strokes  Joined 7 

Nomenclature 8 

Nomenclature  Word-signs;  First  List 8 

Reading  Exercise 9 

To  the  Learner 9 

Writing  Exercise 9 

Review^  Questions 10 


xii  TABLE  OF  CONTENTb 

Lesson  Three:  pagb 

Vowels  and  Diphthongs 11 

Vowel  and  Diphthong  Alphabet .' 12 

Suggestive  Helps 12 

Order  of  Reading  the  Vowels  and  Diphthongs 13 

Position  of  Words 13 

Position  of  Words  of  One  Consonant 13 

To  the  Learner 14 

Reading  Exercise 15 

Writing  Exercise 15 

Review  Questions 16 

Lesson  Four: 

Nomenclature 17 

Suggestive  Helps 18 

Consonant  and  Vowel  Word-signs;  First  List 19 

Punctuation  and  Other  Marks 20 

Review  Questions 21 

Lesson  Five: 

Phrase  Writing 22 

A,  An,  And  Joined 22 

The  Joined 22 

/  Joined 23 

He  Joined 23 

Other  Principles  of  Phrasing 23 

Reading  Exercise 24 

Writing  Exercise 25 

Review  Questions 25 

Lesson  Six: 

Words  Containing  Two  or  More  Consonant  Strokes 26 

Rules  for  Placing  Vowels  and  Diphthongs  Between  Two 

Consonants 26 

Rules  for  Position  of  Words  of  Two  or  More  Consonant 

Strokes 27 

Reading  Exen  ise 28 

Writing  Exercise 28 

Review  Questions 29 


TABLE  OF  CONTENTS  xiii 

Lesson  Seven:  page 

Consonant  and  \'o\vel  Word-signs;  Second  List 30 

Reading  Exercise 31 

To  the  Learner 31 

Writing  Exercise 31 

Lesson  Eight: 

Upward  L  and  R 32 

Downward  L  and  R 32 

Ish  and  Shay 33 

Exceptions 33 

To  the  Learner 33 

Reading  Exercise.            34 

Writing  Exercise. .           34 

Review  Questions 35 

Lesson  Nine: 

Consonant  Word-signs;  Third  List 36 

Suggestive  Helps 37 

Reading  Exercise 37 

Lesson  Ten: 

Circles  and  Loops,  and  5  and  Z  Strokes 39 

Small  Circle 39 

Vocalization 40 

Order  of  Reading 40 

large  Circle 41 

Small  Loop 41 

Large  Loop 41 

lis  added  to  Sez,  Steh,  and  Ster 42 

Rules  for  the  Use  of  the  Strokes  S  and  Z 42 

Writing  Exercise 44 

Review  Questions 44 

Lesson  Eleven: 

Reading  Exercise — Iss,  Sez,  Steh,  and  Ster 45 

Writing  Exercise — Iss,  Sez,  Steh,  and  Ster 46 


civ  TABLE  OF  CONTENTS 

Lesson  Twelve:  pagh 

Nomenclature 47 

Circle  and  Loop  Nomenclature  Word-signs;  Second  List. .  48 

Lesson  Thirteen: 

Circle  Word-signs;  Fourth  List SO 

Phrasing;  Miscellaneous  Principles 51 

Supplementary  List 52 

Writing  Exercise S3 

Review  Questions S4 

Lesson  Fourteen: 

Reading  Exercise 55 

Writing  Exercise 56 

Lesson  Fifteen: 

Methods  of  Expressing  W  and  Y 58 

Strokes  ior  W  and  Y 58 

W  Expressed  by  Hook 59 

W  Expressed  by  Semi-circle 59 

Y  Represented   by  Semi- circle 60 

To  the  Learner 60 

Reading  Exercise 62 

Writing  Exercise 63 

Coalescents 63 

Review  Questions 64 

Lesson  Sixteen: 

W  and  Y  Word-signs;  Fifth  List 66 

Suggestive  Helps 66 

.  To  the  Learner 67 

V/  and  Y  Nomenclature  Word-signs;  Third  List 67 

Semi-circle  Word-signs  Enlarged 68 

Phrase  List 69 

Reading  Exercise 69 

Writing  Exercise 71 

Review  Questions 72 


TABLE  OF  CONTENTS  XV 

Lesson  Seventeen:  page 

Shaded  M 76 

Prefixes  Con,  Com,  and  Cog 73 

Suffix  Ing 73 

Ing  The,  and  lug  A,  An,  And 74 

Reading  Exercise 75 

Writing  Exercise 1U 

Review  Questions 77 


Lesson  Eighteen: 

Contractions;  first  List 78 

Suggestive  Hel])s 79 

Derivatives 79 

To  the  Learner 80 

Reading  Exercise 80 

Writing  Exercise 82 

Review  Questions 82 


Lesson  Nineteen: 

Shortening  Principle 83 

To  the  Learner 85 

Reading  Exercise 86 

Writing  Exercise 86 

Review  Questions 87 

Lesson  Twenty: 

Half-length  Nomenclature  Word-signs;  Fourth  List 88 

Reading  Exercise 89 

Writing  Exercise 90 

Lesson  Twenty-one: 

Half-length  W'ord-signs;  Sixth  List 91 

Reading  Exercise 92 

Miscellaneous  Half-length   Principlts 93 

Writing  Exercise— Half-length  Phrases 93 

Review  Questions 94 


xvi  TABLE  OF  CONTENTS 

Lesson  Twenty-two:  i-age 

Methods  of  Expressing  // 95 

Rules  for  the  Stroke  lor  II 95 

The  Tick  for  i? 96 

Reading  Exercise 9€ 

Writir.g  Exercise 97 

Review  Questions 98 

Lesson  Twenty-three: 

Initial  Hooks  for  L  and  R 9? 

Z-hook 99 

Z-hook  Table 100 

i?-hook 100 

i?-hook  Table 101 

Vocalization 102 

Reading  Exercise 103 

Writing  Exercise 103 

Review  Questionr- 104 

Lesson  Twenty-four: 

Initial  Hook  Word-signs;  Seventh  List 106 

Reading  Exercise 108 

Writing  Exercise 109 

Lesson  Twenty-five: 

Iss  Prefixed  to  the  Z,-hook 110 

Iss,  Sez,  and  Sieh  Prefixed  to  the  /?-hook Ill 

To  the  Learner 112 

Reading  Exercise 113 

Writing  Exercise 113 

Review  Questions 114 

Lesson  Twenty-six: 

Ler  and  Rel-hooks 115 

Vocalization 116 

Reading  Exercise 116 

Writing  Exercise 117 

Review  Questions 117 


TABLE  OF  CONTENTS  xvii 

Lesson  Twenty-seven:  page 

Miscellaneous  Initial-hook  Principles 118 

All  and  Will,  Are  and  Our  Added 118 

Z,,  R,  Ler,  and  Rcl-hook  Phrases 119 

Initial-hook  Nomenclature  Word- signs;  Fifth  List 120 

Miscellaneous  Word-signs;  Eiglilh  Li^t 121 

Reading  Exercise 121 

Writing  Exercise 122 

Review  Questions 122 

Lesson  I'wenty-f.ight: 

Final  Hooks  for  F,  V,  and  iV 123 

F-hook 123 

iV-hook 123 

Vocalization 124 

Iss,  Sez_  Steh,  and  Stcr  Joined 125 

To  the  Learner 125 

Reading  Exercise 126 

Writing  Exercise 127 

Review  Questions ...  127 

Lesson  Twenty-nine: 

Hooks  for  Shon  and  Tiv 129 

Shon 129 

Tiv 130 

Vocalization 130 

Iss  added 131 

Shon,  Eshoii,  and  7"/x'-hooks  Between  Strokes 131 

Reading  Exercise 132 

Writing  Exercise 132 

Review  Questions 133 

Lesson  Thirty: 

Final  Hook  Word-signs;  Ninth  List L34 

Final  Hook  Nomenclature  Word-signs;  Sixth  T,ist L36 

Reading  Exercise 137 

Writing  Exercise 13S 


xviii  TABLE  OF  CONTENTS 

Lesson  Thirty-one:  page 

Final  Hook  Miscellaneous  Principles;  Phrasing 139 

Words  added  by  the  i-'-hook 139 

Words  added  by  the  iV-hook 139 

Reading  P'xercise 140 

Writing  Exercise 141 

Review  Questions 142 


Lesson  Thirty-two: 

Lengthening 143 

Vocalization 144 

Order  of  Reading 144 

Position  of  Outlines 145 

Miscellaneous  Principles;  Phrasing 145 

Double-length  Word-signs;  Tenth  List 146 

Double-length  Nomenclature  Word-signs;  Seventh  List 146 

Reading  Exercise 146 

Writing  Exercise 148 

Review  Questions 149 


Lesson  Thirty-three: 

Contractions;  Second  List 150 

Suggestive  Helps ISO 

Reading  Exercise 151 

Writing  Exercise 152 


Lesson  Thirty-four: 

Prefixes 153 

General  Principle ■ 155 

Additional  Prefix  Print  iijlcs 156 

Reading  Exercise 157 

Writing  Exercise 158 

Review  Questions 159 


TABLE  OF  CONTENTS  xix 
Lesson  Thirty-Five:                                                                   page 

Suffixes 160 

To  the  I>earner 163 

Reading  Exercise 163 

Writing  Exercise 164 

Review  Questions 164 

Lesson  Thirty-six: 

Omission  of  Consonants,  Vowels  and  Diphthongs 165 

Omission  of  Consonants 165 

Vowels  and  Diphthongs  Omitted 166 

Reading  Exercise 167 

Writing  Exercise 168 

Review  Questions 169 


Lesson  Thirty-seven: 

Phrase  Writing 170 

General  Rule  for  Phrasing 170 

Other  Principles  of  Phrasing 171 

Position 173 


Lesson  Thirty-eight: 

Phrase  List 175 

Lesson  Thirty-nine: 

Special  Word-signs 179 

Numerals 179 

Miscellaneous  Numerals 180 

Days  of  the  Week 182 

Months 182 


XX  TABLE  OF  CONTENTS 

Lesson  Forty:  page 

Business  Letters 183 

Index  to  Business  Letters: 

No.    1 56 

No.    2 70and  71 

No.    3 70  and  71 

No.    4 76 

No.    S 82 

No.    6 89 

No.    7 90 

No.    8 92 

No.    9 97 

No.  10 104 

No.  11 108 

No.  12 108 

No.  13 121 

No.  14 137 

No.  15 140 

No.  16 149 

No.  17 151 

No.  18 168 

No.  19 183  and  186 

No.  20 184  and  187 

No.  21 185  and  188 

No.  22 185  and  188 


LESSON  ONE 
I.  CONSONANT    ALPHABET 

SHOWING  DIRECTION  OF  STROKES 


g 

o 

r 
\ 

P 

P 

\ 

B 

b 

y. 

F 

f 

^ 

V 

V 

^ 

R 

rH 

<  ^ 

Way 

w 

T 

t 

D 

d 

( 

Ith 

th 

( 

THee 

th 

) 

S 

s 

) 

Z 

z 

V 


i-J 


G 
3 
O 
C/3 


y 
J' 

sh 


a, 


S  5 
o  tn 

c;  2 
S2< 


/  Chay 

/     J 

r  Yay 

^        Ish 

^  Zhay  zh 

(^  Lay  / 

^  Ray  rj 

r^  Hay  h 

K  Ti 

Gay  g 

^—-.        M  m 

._^        N  w. 


Ing 


*i?is  represented  by  one  of  the  two  strokes. 


"^ 


LESSON    ONE 


2.     SUGGESTIVE  HELPS, 


,0 


a  y)  I    rn  ru  >v  nr-^^^ 


fy\     fy\    z:K     .rcs. 

vv       \/j}      vjy       ^  ■  > 


vy. 


^j 


Q 


CONSONANT  ALPHABET 


GENERAL  INSTRUCTIONS 


3.  The  stroke  for  sh  is  always  written  downward  when 
standing  alone.  When  joined  to  other  strokes  it  is  written 
either  upward  or  downward.  When  written  downward 
it  is  called  Jsh;    when  written  upward  it  is  called  Shay. 

4.  The  stroke  for  I  is  always  written  upward  when 
standing  alone.  When  joined  to  other  strokes  it  is  written 
either  upward  or  downward.  When  written  upward  it 
is  called  Lay;    when  written  downward  it  is  called  L. 

5.  Ray  and  Hay,  which  are  always  written  upward, 
slant  more  than  Chay. 

6.  Light  strokes  should  be  made  very  light,  and  the 
shaded  ones  just  enough  heavier  to  distinguish  them 
from  the  light  stems.  Straight  strokes  should  be  shaded 
equally  their  entire  length,  while  curved  stems  should  be 
shaded  in  the  middle  and  diminished  to  a  light  line  at  the 
ends. 

7.  The  consonant  stroke  should  be  about  one-sixth  of 
an  inch  in  length,  or  about  the  size  of  the  engraving  em- 
ployed in  this  text. 

8.  The  letters  C,  Q,  and  X  do  not  appear  in  the  short- 
hand alphabet.  Phonetically,  C  represents  the  sounds 
of  5  or  ^;  Q  the  sound  of  k;  X  the  sounds  of  ks,  gz,  and  k. 

9.  The  nomenclature,  or  naming  of  the  outlines,  Gay, 
Lay,  L,  Ray,  etc.,  is  very  important.  Th's  principle  is 
fully  explained  in  Sec.  19,  Lesson  Two.  For  the  present 
consider  it  a  matter  of  convenience. 


LESSON    ONE 
10.  READING  EXERCISE 

.\.....Z ^....Z......Z.. \ L..../.. _. 

.A.....C. ::^.....^ ^___._-^. (.. ^......^.. 

..w ) J c ^....w....r .w.......::^.. 


,._! ^.....::^. c....^.j....A \ J J... 

\. /.. L _ ^ _  .(...J L 


TO  THE  LEARNER 

II.  Shorthand  is  one  of  the  most  interesting  and  fasci- 
nating branches  of  education.  To  what  extent  you  enjoy 
this  subject  will  depend  largely  upon  how  thoroughly  you 
.•naster  each  lesson. 

Do  not  get  the  impression  that  because  the  alphabet  is 
composed  of  the  simplest  geometrical  characters  that  facility 
of  writing  and  ability  to  read  everything  that  is  written 
can  be  acquired  without  a  great  deal  of  patient  practice. 
The  above  exercise  should  be  read  many  times.  Page  after 
page  should  be  written  of  the  following  exercise  until  every 
stroke  can  be  made  neatly  and  accurately,  and  at  a  fair 
•ate  of  speed. 


CONSONANT   ALPHABET 


12.  WRITING  EXERCISE 

1.  M  i8.  Zhay  35.  Ray 

2.  D  19.  Lay  36.  Gay 
3    R  20.  Ish  37.  AT 

4.  La;y  21.  Z  38.  / 

5.  5  22.  D  39.  /^ 

6.  ///t  23.  B  40.  5 

7.  B  24.  /  41.  //// 

8.  Z  25.  PFa^;  42.  Ray 

9.  Fc/y  26.   F  43.  Chay 
\o.  V  2-].  F  44.   Thee 

11.  F  .28.  /«^  45.  P 

12.  N  29.  Ga)'  46.  Hay 

13.  iJa;y  30.  C/wy  47.  5 

14.  /w^  31.   Yay  48.  X 
1^.   Thee  32.  Z/?fl;y  49.  /^/j 

16.  r  ;^;^j.  K  50.  M 

17.  Way  34.  r 


REMARKS 

13.  The  learner  should  be  able  to  answer  correctly  the 
questions  for  review,  readily  write,  and,  from  his  own 
shorthand,  read  the  lesson  exercises  before  he  should 
permit  himself  or  be  permitted  by  the  teacher  to  proceed 
to  the  next  lesson. 


LESSON    ONE 


REVIEW  QUESTIONS.— Lesson  One 

1.  What  kind  of  characters  compose  the  consonant  alphabet? 

2.  What  is  the  proper  length  of  consonant  strokes? 

3.  How  are  the  shaded  curved  strokes  made  ? 

4.  What  letters  do  not  appear  in  the  shorthand  alphabet? 

5.  Describe  the  manner  of  writing  the  sign  for  sh  when  standing 

alone.     When  joined. 

6.  Give  the  name  of  the  downward  stroke  for  sh.     The  upward, 

7.  Describe  the  manner  of  writing  the  sign  for  /  when  standing 

alone.     When  joined. 

8.  Give  the  name  of  the  upward  stroke  for  /.     The  downward. 

9.  How  are  Hay  and  Ray  written  ? 

10.  How  distinguish  between  Cliay  and  Ray} 


LESSON  TWO 
CONSONANT  STROKES  JOINED 

14.  All  the  consonants  of  a  word  should  be  written  with- 
out lifting  the  pen.  In  this  lesson  the  first  upright  stroke 
in  the  outline  should  rest  on  the  line  of  writing. 

"'  T-k      ~k-T" 'P-M         N-P  M- Ray  Chay-M-K 

Note. — In  the  above  section  and  in  subsequent  lessons,  the 
term  upright  is  applicable  to  sloping  as  well  as  peroendicular  strokes. 

15.  When  a  curved  stroke  is  repeated,  it  Is  written  twice. 
When  a  straight-line  consonant  is  repeated,  it  is  made 
twice  the  single  length. 


R-R  F-F  M-M         Chay-Chay  K-K  T-T 

16.  A  light  and  shaded  stroke,  without  a  distinct  angle, 
are  joined  in  such  a  manner  that  the  point  of  union  is  not 
discernible. 


P-B  B-P  D-T  K-Gay  Lay-Gay 

17.  The  inclination  or  curvature  of  a  stroke  may  be 
varied  slightly  for  convenience  of  joining. 

....t. V......_i/........^ ..k: ^ 

Chay-Lay        N-L       Ish-Ray      Ray-Ish       Z-Lay         Ray-L 

7 


8 


LESSON    TWO 


i8.  When  standing  alone,  Chay  and  Ray  are  distin- 
guished by  difference  in  slant.  When  joined  they  are 
readily  distinguished  by  the  direction  in  which  they  are 
written,  Chay  being  always  written  downward  and  Ray 
upward. 

NOMENCLATURE 

19.  The  reason  for  naming  the  consonant  strokes,  Way, 
Gay,  Lay,  L,  Ray,  etc.,  is  clearly  illustrated  in  the  follow- 
ing table,  where  the  name  of  each  consonant  outline  plainly 
suggests  the  word  opposite.  Hundreds  of  other  words  arc 
more  or  less  clearly  suggested  by  the  names  of  their  out- 
lines. 

Nomenclature  Words;   First  List 


..C-.,..Lay, lay 

..■rrrr.....Gay, -gay 

.^......Ray, -ray 

...^ Way,. .way,  weigh 

..(C..-..Hay, hay 

.C _La7/-7i,----lake 

.CL....L-K, elk 


.i2a7/-/C— -rake 

N(7a?/-3/,-.-game 


.^^......  Gay-Lay,,  gai\y 

../- Gay-L, gale 

-.^\7. Way-Lay, .y\:iy\3.y 

L. Lay-M, lame 

.(^ L-M, elm 

X.. D-Lay,. delay 

.^-..-  J-K,. Jake 

/J—    Z,a7/-A  --  lady 
I  .    D-K, decay 


CONSONANT    STROKES    JOINED 


READING  EXERCISE 

20.  Read  the  following  outlines  until  they  can  be  named 
readily.  This  accomplished,  copy  the  exercises  ten  times, 
thinking  or  naming  each  outline  as  you  make  it. 

-'^■;J--<--> -^-^ ^ ^— 

..:\/„..(q ^.z......c:^ k:.._-N..-.^r:^^....L (1. 

) L, U-..2.. 


TO  THE  LEARNER 

21.  While  speed  is  important,  never  sacrifice  form  and 
accuracy  for  the  sake  of  rapid  writing.  Shorthand  should 
always  be  written  carefully.  Speed  will  take  care  of 
itself  if  THOROUGHNESS  is  made  your  motto. 


WRITING  EXERCISE 

22.  The  learner  should  now  be  able  to  write  the  proper 
shorthand  outlines  in  the  exercise  belov/.  After  he  has 
written  it  a  time  or  two,  he  should  have  some  one  name 
the  outlines  while  he  writes  them  in  shorthand.  This 
practice  should  be  continued  until  all  the  forms  can  be 


lO  LESSON    Tv^/O 

written  neatly  and  correctly,  and  at  a  fair  rate  of  speed. 
Write  steadily;  avoid  a  nervous,  hesitating  movement  of 
the  hand. 


I. 

Ish-M 

i8. 

Chay-N 

35- 

K-Ing 

2. 

L-K 

19. 

Way-Ray 

36. 

Chay-R 

3- 

T-K 

20. 

N-B 

37- 

Hay-Z 

4. 

Ray-T 

21. 

Z-Ray 

38. 

R-Way 

5- 

M-F 

22 

R-K 

39- 

S-K 

6. 

P-F 

23- 

F-D 

40. 

Zhay-R 

7- 

Lay-Ith 

24. 

M-Hay 

41- 

S-Ing 

8. 

Ith-Lay 

25- 

B-P 

42. 

F-V 

9- 

M-Ish 

26. 

S-N 

43- 

P-P 

ID. 

Hay-Lay 

27. 

B-Gay 

44- 

Yay-R 

II. 

D-Chay 

28. 

V-J 

45- 

N-F-M 

12. 

P-D 

29. 

Ray-Hay 

46. 

M-N-Ith 

13- 

Ray-Gay 

30. 

Hay-V 

47- 

Ish-P-Lay 

14. 

P-R 

31- 

D-N 

48. 

Ray-Ith-LoA 

15- 

Lay-J 

32. 

AI-V 

49- 

N-K-M 

i6. 

T-Shay 

32,- 

T-Chay 

50- 

R-M-Ray 

17- 

F-Shay 

34- 

J -Gay 

REVIEW  QUESTIONS.— Lesson  Two 

1.  How  are  all  consonants  of  a  word  written? 

2.  In  this  lesson  which  stroke  should  rest  on  the  line? 

3.  When  a  curved  stroke  is  repeated,  how  is  it  made? 

4.  When  a  straight  stroke  is  repeated,  how  is  it  made? 

5.  How  are  light  and  shaded  strokes  in  the  same  direction  made? 

6.  For  what  purpose  mc.y  the  slant  or  curvature  of  a  stroke  be 

varied? 

7.  How  are  Ray  and  Chay  distinguished  ? 

8.  What  is  the  advantage  of  the  nomenclature? 

9.  What  elements  are  essential  in  the  study  of  shorthand  (Sec.  21)  ? 
10.  How  shall  you  acquire  proficiency  in  shorthand? 


LESSON  THREE 
VOWELS  AND  DIPHTHONGS 

23.  The  vowel  letters  of  the  English  alphabet  (a,  e,  i,  0, 
and  «,  and  sometimes  w  and  y)  represent  twelve  distinct 
vowel  and  four  diphthong  sounds. 

The  six  long  vowels  are  represented  by  heavy  dots 
and  dashes,  and  the  six  short  vowels  by  light  dots  and 
dashes.  They  are  written  beside  the  consonant  stroke  in 
three  positions:  at  the  beginning  or  first-place,  at  the 
middle  or  second -place,  and  at  the  end  or  third-place. 

24.  The  four  diphthongs  are  represented  by  small 
angular  marks,  and  are  written  beside  a  consonant  stroke 
in  two  positions:  at  the  beginning  or  first-place,  and  at 
the  end  or  third-place. 

25.  The  straight  line  beside  which  the  vowels  and 
diphthongs  are  placed  serves  only  to  show  the  position  of 
the  sign.  While  T  is  used  in  the  following  table,  any 
other  consonant  stroke  would  serve  the  same  purpose. 

26.  Dash  vowels  are  written  at  right  angles  to  the  part 
of  the  stroke  by  which  they  are  placed,  and  should  be  made 
about  one-fourth  the  length  of  the  consonant  sign.  When 
convenient  the  diphthong  signs  mav  be  joined. 

\     /■■    -    .^-    \     r     1      _ 

27.  In  speaking  of  the  vowels  as  a  class,  those  repre- 
sented by  dots  may  be  called  dot  vowels,  and  those  repre- 
sented by  dashes,  dash  vowels. 

zi 


12 


LESSON    THREE 


Vowel  and  Diphthong  Alphabet 

28.  The  italic  letter  or  letters  in  the  words  opposite 
the  vowel  or  diphthong  signs  illustrate  the  sounds  repre- 
sented. 


Long  Vowels    K 


Short  Vowels    < 


Diphthongs 


A  as  in  all 
"  O  as  in  old  (whole) 
_  Oo  as  in  fools 

O  as  in  got 

U  as  in  cut 
-  Oo  as  in  foot 
A  Oil  or  Oiv  as  in  noio 
<  t7  as  in  due 


SUGGESTIVE  HELPS 

29.  The  following  sentences,  made  up  of  the  illustrative 
words  in  the  above  alphabet,  represent  all  the  vowels  and 
diphthongs:  "Lee  may  arm  all  old  fools,"  contains  all  of 
the  long  vowels.  "Hzs  pet  cat  got  cut  foot,"  contains  all 
of  the  short  vowels.  "  Fixe  hoys  now  due,"  contains  all 
of  the  diphthongs. 

30.  By  associating  the  four  diphthong  signs  with  the 
small  X,  it  will  materially  aid  the  learner  ^n  remembering 


VOWELS    AND    DIPHTHONGS  13 

these  sounds.  /  is  the  part  of  the  x  opening  upward; 
oi  or  oy,  the  part  opening  to  the  left;  ou  or  0-^',  the  part 
opening  downward;  11 ,  the  part  opening  to  the  right. 

Order  of  Reading  the  Vowels  and  Diphthongs 

31.  When  a  vowel  or  diphthong  is  pLiced  to  the  Icjt  of 
an  upright  stroke  or  above  a  horizontal,  it  is  read  hcjore 
the  stroke. 


ape  aid  oath  aim  oak 

32.  When  a  vow-el  or  diphthong  is  placed  to  the  right 
of  an  upright  stroke  or  below  a  horizontal,  it  is  read  ajter 
the  stroke. 

..N: h / A ^.. 

bay  day  Jay  Joe  go 


Position  of  Words 

33.  There  are  three  positions  for  words,  corresponding 
to  the  three  vowel  positions.  The  position  of  a  word  is 
determined  by  the  vowel  or  diphthong,  if  a  word  of  one 
syllable;  by  the  accented  vowel  or  diphthong,  if  a  word  of 
two  or  more  syllables. 

Words  of  One  Consonant 

(i)  First  Position.  If  the  governing  vowel  or  diphthong 
is  first-place,  the  consonant  in  the  word,  if  an  upright  stroke, 
is  written  half  the  height  of  a   T-stroke  above  the  line; 


14  LESSON    THREE 

if  a  horizontal,  about  the  height  of  a   T-stroke  above  the 
line. 

r       c     V      - -^ 

tie  thaw  eave  key  annoy 

(2)  Second  Position.  If  the  governing  vowel  is  second- 
place,  the  consonant  in  the  word  rests  on  the  Hne. 

-•J -^ :l : -^- -^- 

ate  foe  owed  egg  echo 

(3)  Third  Positiott.  If  the  governing  vowel  or  diph- 
thong is  third-place,  the  consonant  in  the  word,  if  an 
upright  stroke,  is  written  through  the  line;  if  a  horizontal, 
below  the  line. 

-[ -^ ^--  -^--S- 

add  cue  Ann  cow  abbey 

34.  When  two  vowels  or  a  vowel  and  a  diphthong  are 
written  beside  a  single  consonant,  that  which  is  heard  next 
to  the  consonant  should  be  written  nearest  to  it. 

T.  V  ^. 


idea  iota 


TO  THE  LEARNER 


35.  It  is  important  that  the  learner  shall  read  and  write 
the  illustrative  words  in  this  and  subsequent  lessons  until 
he  is  familiar  with  the  forms  given.  These  words  are  not 
repeated  in  the  regular  reading  and  writing  exercises. 

36.  Words  are  written  in  shorthand  exactly  as  they  are 
pronounced,  and  without  special  reference  to  the  ordinary 


VOWELS    AND    DIPHTHONGS  15 

spelling.  Edge  is  written  as  though  it  were  spelled  "ej; 
age,  as  though  it  were  spelled  aj;  ache,  as  though  it  were 
spelled  ak;  ate,  or  eight  as  though  they  were  spelled  at. 

READING   EXERCISE 

(50  Words) 

37.  Read  the  following  exercise  again  and  again,  until 
every  word  can  be  read  easily,  and  then  write  it  carefully 
and  correctly  five  times. 

-•^^ v-^ v-^ ^ ^4 ^ ''- 

3.\      I      ^^      /     -l       'I     ! 

1 :r..^ ^ 1 ):.../; 'lZi... 


O  ^  /  '  V 


4, 


V 


AVRITIXG    EXERCISE 


38.  In  this  and  subsequent  lessons,  first  write  the  con- 
sonant or  consonants  of  a  word  in  the  position  indicated 
by  the  vowel  or  accented  vowel,  and  then  insert  the  correct 
vowels  and  diphthongs.  Write  the  exercises  once,  and 
after  your  work  has  been  corrected,  write  it  ten  times. 
When  you  shall  have  v.ritten  the  exercise  the  designated 
number  of  times,  you  should  have  some  one  pronounce 
the  words  while  you  write  them. 


1 6  LESSON    THREE 

Continue  to  do  this  until  you  can  write  every  word  cor- 
rectly and  without  hesitation.  Silent  letters  are  printed  in 
italics. 


I. 

up 

lO. 

few 

18. 

inn 

2. 

by 

II. 

in 

19. 

dew 

3- 

at 

12. 

no 

20. 

boy 

4- 

out 

13- 

toe 

21. 

doughy 

5- 

each 

14. 

due 

22. 

Ada 

6. 

me 

15- 

hity 

23. 

ague 

7- 

my 

16. 

owed 

24. 

Ida 

8. 

ma.y 

17- 

ode 

25- 

anew 

9- 

if 

REVIEW   QUESTIONS.— Lesson  Three 

1.  How  many  vowel  sounds  are  there? 

2.  What  kind  of    characters  represent  the  vowels? 

3.  How  are  the  long  and  short  vowels  distin-ruished  ? 

4.  How  many  diphthongs  are  there  ? 

5.  What  kind  of  characters  represent  the  diphthongs? 

6.  Describe  the  vowel  positions. 

7.  Describe  the  diphthong  positions. 

8.  Are  the  diphthongs  sometimes  joined? 

9.  Describe  the  placing  of  the  dash  vowels. 

10.  What  sentence  contains  all  of  the  long  vowels? 

11.  What  sentence  contains  all  of  the  short  vowels? 

12.  What  are  the  methods  suggested  for  learning  the  diphthongs? 

13.  When  is  a  vowel  said  to  be  before  a  consonant? 

14.  When  is  a  vowel  said  to  be  after  a  consonant? 

15.  There  are  how  many  positions  for   words? 

16.  Describe  the  first  position  for  words. 

17.  Describe  the  second  position  for  words. 

18.  Describe  the  third  position  for  words. 

19.  How  are  the  positions  of  words  determined? 

20.  When  two  vowels   occur   be^ors    or   after   a   consonant,  how 

are  they  written? 


LESSON  FOUR' 

CONSONANT  AND  V')\VEL   WORD-SIGNS;    FIRST   LIST 

rUNCTUATION  MARKS 

39.  There  are  many  words  which,  by  reason  of  their 
frequent  occurrence,  are  represented  by  the  briefest  possible 
outline.  These  shorthand  characters  are  called  word- 
signs,  and  the  words  which  they  represent  are  called  sign- 
words. 

NOMENCLATURE 

40.  Every  shorthand  character  has  a  name.  This  is 
both  a  matter  of  convenience  and  of  vast  importance  from 
the  standpoint  of  legibility,  as  illustrated  in  Lesson  Two, 
Section  19.  The  student  who  is  determined  to  make  the 
most  possible  out  of  shorthand  will  familiarize  himself 
with  the  names  of  the  different  word-signs  and  the  outlines 
for  the  illustrative  words  in  the  various  lessons. 

41.  The  learner  will  observe  that  nearly  every  vowel 
word-sign  presented  in  tliis  and  Lesson  Seven  is  the  prin- 
cipal vowel  in  the  word  represented.  The  dash  vowel 
signs,  which  are  one-fourth  the  length  of  a  consonant 
stroke,  are  written  in  three  positions  and  in  the  direction 
of  P,  T,  and  Cliay,  and  are  named  as  if  they  were  con- 
sonant strokes  \^th  ei  added;  thus,  Pet,  Tet,  Chet,  etc. 

42.  In  the  word-sign  lists,  the  shorthand  character 
appears  in  the  first  column,  the  word  or  words  represented 
in  the  second,  and  the  name  of  the  outline  in  the  third. 
For  convenience   the  figures   1,   2,  3,  and  4  are  used   to 

17 


l8  LESSON    FOUR 

indicate  the  first,  second,  third,  and  fourth^  positions,  and 
are  read  P  two,  P  three,  etc. 

*  Note. — Any  upright  consonant  or  dash  vowel  sign,  written  below 
the  line,  is  said  to  be  \n  fourth  position. 


SUGGESTIVE    HELPS 

43.  There  is  nothing  particularly  difficult  in  learning  a 
list  of  word -signs.  Exercise  a  little  patience,  and  couple 
with  it  studious,  concentrated  attention. 

The  outlines  for  the  first  twelve  words  of  the  writing 
exercise  in  Lesson  Three,  with  the  vowels  omitted,  are 
word-signs.  Eight  of  these  words,  up,  hy,  at,  out,  each, 
me,  my,  and  may,  constitute  a  part  of  the  following 
list. 

44.  Going  on  the  theory  that  we  best  learn  to  do  by  doing, 
select  a  word-sign  and  write  it  carefully  ten  times,  all  the 
while  thinking  the  name  of  the  stroke,  and  the  word  or 
words  represented  by  it.  Take  another  word-sign  and 
after  writing  it  ten  times  as  above,  point  to  and  name 
the  two  words  written.  Write  another  word-sign  as  above, 
after  which  point  to  and  name  the  three  words  written, 
and  so  on. 

45.  After  you  have  pretty  well  learned  a  group  or  column 
of  word-signs,  it  is  an  excellent  practice  to  cover  the  printed 
words  and  read  from  the  shorthand  characters  up  and 
down,  and  skipping  from  place  to  place.  Then  have  some 
one  pronounce  the  sign-words  while  you  write  and  name 
the  word-signs. 


CONSONANT   AND   VOWEL   WORD-SIGNS 


19 


CONSONANT  AND  VOWEL  WORD-SIGNS;    FIRST  LIST 

(30  Word-signs;  51  Words) 

46.  This  and  subsequent  word-sign  lists  must  be  so  well 
learned  that  every  word  can  be  readily  and  easily  written 
from  dictation,  and  read  back  from  your  own  writing. 
The  importance  of  this  fact  in  both  writing  and  reading 
shorthand  cannot  be  overestimated,  inasmuch  as  the 
vocabulary  represented  constitutes  about  two-thirds  of 
the  ordinary  office  dictation. 

When  a  sign-word  is  printed  with  a  hj'phen,  the  word- 
sign  represents  both  the  word  preceding  the  hyphen  and 
the  one  composed  of  the  letters  before  and  after  it;  thus, 
advertise-d-ment  represents  the  words,  advertise,  advertised, 
and  advertisement. 

Note. — When  a  word-sign  represents  two  or  more  words,  the 
context  will  enable  the  learner  to  determine  the  word  represented. 


..\ 


up,_. 


P' 


..'^_  hope,  happy,  party, P* 

time, r' 

...L  it,  take,  _ _  T^ 

...L.  at,  out,_. T^ 


/ 


each, 


Ghay 


./ which,  change, .Chay* 

..yC  much,  charge, Chay' 

^-hy, --B' 

_\_  be,  object,  objected, B^ 

\._tobe,_ Z?' 

dollar, D* 


20 


-Ldo,  _ -— 

.1  .had,  advei'/ise-d-ment,  D^ 

me,  my, M' 

7^.  am,  may,  him,  make, ...  M 

...  home,__. 31 


LESSON    FOUR 
D 


thing, _  Ing 

language,  __ Ing^ 

Jong,  along, -Ing' 

the, Dot' 


:...  a,  an,  and, Dot 

'-of,.... Pet' 

X..  to, Pet' 

^.  to  the, Pet* 

_Chet' 


on, 


./—  he,  should, Chet 

-^—  how, Chet 

V 

I,  eye,  high,. Pet-Ret 

.^...  to  a, Tet* 


TUNCTUATION   AND   OTnV:R   MARKS 

47.  The  comma,  semicolon,  and  colon,  when  used,  ar? 
written  as  in  longhand. 


,   Comma 
J    Semicolon 
!    Colon 


../'.or  X   Period 
/ 

/     7 
../..OT  X    Interrogation 


X      Exclamation 
//     Underscore 
""     Quotations 
Dash 


CONSONANT   AND  VOWEL   WORD-SIGNS  ^i 

It  is  seldom  necessary  to  use  any  other  punctuation 
than  the  period  in  practical  shorthand  work,  for  if  the 
writer  knows  what  marks  of  punctuation  should  be  used 
while  taking  dictation,  he  certainly  will  know  what  to  use 
when  he  transcribes  his  notes. 

The  double  length  Chay  is  recommended  as  preferable 
to  the  small  x  for  the  period.  The  period  is  also  used  in 
this  text  for  the  interrogation. 

REVIEW    QUESTIONS.— Lesson  Foto 

1 .  What  are  word-signs  .•* 

2.  What  are  sign-words? 

3.  How  are  the  positions  of  outlines  indicated? 

4.  How  are  the  vowel  word-signs  named? 

5.  How  are  the  punctuation  marks  represented? 


LESSON  FIVE 

PHRASE-WRITING 

A,  AN,  AND,  THE,  I,  AND  HE  joined 

48.  In  shorthand  the  outlines  for  many  common  words 
may  be  joined  without  lifting  the  pen  from  the  paper; 
this  is  called  phrase-writing.  Proper  and  judicious  phrase- 
writing  adds  to  speed  without  sacrificing  legibility,  and 
the  learner  should  make  use  of  this  time-saving  principle 
from  this  time  on,  as  the  several  principles  of  phrasing 
shall  be  introduced. 

In  this  lesson  a,  an,  and,  the,  I,  and  he  are  joined.  In 
order  to  join  the  words  a,  an,  and,  and  the,  the  dot  must 
be  changed  into  a  light  tick.  These  are  named  Ket,  Tet, 
Chet,  etc.,  in  accordance  with  Section  41. 

A,   AN,   AND  JOINED 

4Q.  A,  an,  or  and  may  be  joined  to  a  following  word 
in  any  position  by  a  tick  in  the  direction  of  T  or  K. 

L„....r... A - , 

a  dollar  a  key  an  object        a  thing  and  he 

Ket-D'  Tet-K'  Ket-B'      Kef- Ing'    Ket-Chet' 

THE  JOINED 

50.  The  may  be  joined  to  a  preceding  word  in  any 
position  by  a  tick  in  the  direction  of  P,  Chay  or  Ray 

-L I ^ -.> 

do  the  at  the  by  the  of  the  and  the 

D-Ret         T-LRet        B'-Chet     Pet'- Chet    Kef- Chet 


rHRASE-VVRITING  23 

J  JOINED 

51.  The  pronoun  I  may  be  joined  above  the  line  to 
the  following  word  by  writing  the  first  half  of  the  sign  in 
the  direction  of  P  or  the  second  half  in  the  direction  of 
Chay  or  Ray. 

I  may  also  be  joined  in  the  first  position  to  a  preceding 

and. 


^ \ 


I  do  I  had  I  hope  and  I  and  I  am 

Ret-D'        Bet-D'         Ret-P'    Ket- Chef  Ket- Chef- M 

HE  JOINED 

52.  lie  may  be  joined  on  the  line  to  a  following  word 
by  writing  its  sign  in  the  direction  of  P,  Chay,  or  Ray. 

he  had  he  objected  he  may 

Ret '-  D  Ret  --  B  Chet '-  M 

53.  Phrase-writing  is  not  confined  to  the  joining  of 
a,  an,  and,  the,  I,  and  he.  The  principle  is  extended  to 
the  joining  of  all  the  words  which  properly  belong  in  a 
phrase  or  clause. 

As  a  rule  the  first  word  of  a  phrase  is  w-ritten  in  its  usual 
position,  the  other  words  following  without  regard  to 
position. 

OTHER    PRINCIPLES    OF   PHRASING 

54.  Writing  two  outlines  close  together  indicates  the 
omission  of  oj  the  between  the  words  so  written. 


which  (of  the)  party       much  (of  the)  time        eight  (of  the)  part^ 
Chay':  P'  Chay':  T'  T':  P' 


24  LESSON    FIVE 

55.  Dropping  a  sign  below  the  line  indicates  the  omis- 
sion of  a  preceding  to. 


(to)  do  (to)day  (to)  take  (to)  hope 

D'  D'  T'  P'- 

56.  When  not  convenient  or  in  accordance  with  the  fore- 
going principles  of  phrasing,  the  word-signs  for  these 
words  must  be  used. 


READING    EXERCISE.— Lessons  Four  and  Five 

57.  Read  the  following  exercise  until  it  can  be  read 
as  easily  as  if  written  in  longhand;  then  copy  it  ten  tiiucs. 
The  vocalized  outlines  are  words  taken  from  Lesson 
Three.     Unvocalized  outlines  are  word-signs. 


' -- -r 


2.- I ^ ^. 


2 ^ -- - \ ' ^ 

' "t^ ^ " ^ r-^' 

5 ' .r.-.-..^ I ^../ 


PHRASE-WRITING 


WRITING    EXERCISE.— Lessons  Four  and  Five 


25 


58.  In  this  and  subsequent  writing  exercises,  sign-words 
appear  in  regular  type.  Words  used  in  preceding  lessons, 
appear  in  italics.     Words  used  for  the  first  time  will  appear 

in  SMALL  CAPITALS. 

Words  connected  by  a  hyphen  are  to  be  joined.  Words 
enclosed  in  parentheses,  are  to  be  omitted  and  implied 
in  accordance  with  Sections  54  and  55. 

1.  I-am  to-be  at-home  {to)day. 

2.  Ejfie  and-Ida  may  go  to-the  abbey. 

3.  It-may  be  time  (to)  take-the  party  home. 

4.  My  idea  may  aid  him. 

5.  He-may  object  to-a  charge  of  a-doll:ir  each. 

REVIEW    QUESTIONS.— Lesson  Five 

1.  Joining  words  together  is  called  what? 

2.  What  is  to  be  gained  by  phrasing? 

3.  Describe  the  joining  of  a,  an,   and  and. 

4.  Describe  the  Joining  of  the. 

5.  Describe  the  joining  of  7. 

6.  Describe  the  joining  of  lie. 

7.  Is  phrasing  confined  to  above  words? 

8.  How  indicate  omission  of  of  the? 

9.  How  indicate  omission  of  to? 

10.  When  should  the  word-signs  for  a,  an.  and,  the,  I.  and  he  be 
used  ? 


LESSON  SIX 

WORDS   CONTAINING   TWO   OR    MORE    CONSONANTS 

59.  In  Lesson  Three  are  presented  words  of  one  con- 
sonant. In  this  lesson  are  presented  words  of  two  or 
more  consonants. 


RULES  FOR  PLACING  VOWELS  AND  DIPHTHONGS  BETWEEN  TWO 
CONSONANTS 

60.  (i)  First-p\a.ce    vowels    and    diphthongs    and   long 
second-place  vowels  are  written  after  the  first  consonant. 


L 


.L. 


tick  Tom  pike  dome  came 

T'-K  T'-M  P'-K  D'-M  K'-M 


(2)  Short    second-pVxce    vowels    and    third-place  vowels 
and  diphthongs  are  written  before  the  second  consonant. 


L 


deck  tuck  tack  fume 

D'-K  T'-K  T'-K  F'-M 

(3)  When  two  vowels,  or  a  vowel  and  a  diphthong,  occur 
between  two  consonants,  the  first  is  usually  placed  beside 
the  first  stroke  and  the  second  beside  the  second.    However, 

26 


WORDS  CONTAINING  TWO  OR  MORE  CONSONANTS   27 

it  is  sometimes  best  to  place  both  vowels  beside  the  same 
consonant,  in  accordance  with  Section  34. 


> 


n; 


poem  poet  voyage  gaiety 

pLM  P'-T  V'-J  Gay-T' 


RtTLES   FOR  POSITION   OF  WORDS   OF   TWO   OR   MORE   CONSONANTS 

61.  (i)  The  first  upright  consonant  in  a  word  should  be 
half  the  height  of  a  T-stroke  above  the  line  for  first  posi- 
tion, on  the  line  for  second,  and  through  the  line  for  third. 


L 


pitch  cheap  duck  touch  pack  cab 

P'-Chaij     Choij'-P      D'-K    T-Chay       P'-K         K-D' 


(2)  If  the  word  is  composed  entirely  of  horizontal  con- 
sonants, they  should  be  written  the  height  of  a  T-stroke 
above  the  line  for  first  position,  on  the  line  for  second,  and 
below  the  line  for  third. 


meek  kick         game         mum  nag         Mack 

M'-K       K'-K    Gay^-M  M'-M    N'-Gay  M'-K 


28 


LESSON     SIX 


READING   EXERCISE 
(50  Words) 

62.  Practice  this  exercise  until  the  words  can  be  spelled 
and  named  almost  as  readily  as  if  written  in  longhand. 
Copy  the  plate  five  times,  being  sure  to  think  or  name 
every  character  as  you  make  it.  Always  write  the  con- 
sonants of  a  word  first  and  i)l.ice  the  vowels  afterward. 

>:^-^ ^ ^ ^.--L--:^.-:^-::^ 

^^ V ^ u ^ 


WRITING    EXERCISE 

63.  Write  the  f()lk)wiiig  e.xercise  once,  placing  the  vowels 
and  diphthongs,  and  after  the  errors  have  been  corrected 
rewrite  ten  limes.  When  this  shall  have  been  accom- 
plished, have  some  one  pronounce  the  words  while  you 
write  them  several  times,  omittinj  the  vowels.  Read 
back  from  the  unvocalized  work. 


WORDS  CONTAINING  TWO  OR  MORK  CONSONANTS    20 


1. 

cap 

18. 

peck 

35- 

beam 

2. 

cube 

19. 

team 

36. 

fame 

3- 

chalk 

20. 

comb 

37- 

fang 

4- 

check 

21. 

cook 

38. 

fog 

5- 

choke 

22. 

thatch 

39- 

beg 

6. 

death 

23- 

top 

40. 

bog 

7- 

dime 

24. 

vt)uch 

41. 

Ijoom 

8. 

judge 

25- 

tyi)e 

42. 

enj)y 

9- 

keep 

26. 

vim 

43- 

infamy 

lO. 

king 

27. 

mouth 

44. 

denote 

II. 

knife 

28. 

gem 

45- 

Jacob 

12. 

move 

29 

inch 

46, 

dogma 

1.3- 

muff 

3°- 

fife 

47- 

baggage 

14. 

nip 

3^- 

dug 

48. 

Timothy 

IS- 

page 

32- 

Dutch 

49. 

tomato 

16. 

path 

33- 

back 

5°- 

unpack 

17- 

tab 

34- 

bake 

REVIEW   QUESTIONS.— Lesson  Six 


1.  Of  what  does  this  lesson  treat? 

2.  Describe  the  placing  of  vowels  between  two  strokes. 

3.  How  are  two  vowels  between  two  strokes  written? 

4.  Describe  the  position  of  a  word  of   two  or  more  consonants 

when  at  least  one  of  them  is  an  upright  stroke. 
3.  Describe    the    position    of    a    word    composed    of    horizontal 
strokes. 


LESSON  SEVEN 

CONSONANT  AND  VOWEL  WORD-SIGNS;   SECOND  LIST 

(23  Word-signs;  39  Words) 

64.  The  method  for  learning  the  word-signs  outlined  in 
Sections  44  and  45  is  recommended  for  this  and  subse- 
quent lists. 


-common,  kingdom, 


.3z-^.  come,  country, K 

company. 


give-n, Gay' 

.?^^.  together, ...Gciy' 

./--.  ad  vantage,— J' 

../.-large, j' 


( 


think,- Ilh' 


../l...thank-ed,  thousand,- J^/i^ 

_ wish,  she,. Jsh 

.^.. shall,  shalt, IsJi' 

./....will,  wilt,. Lay' 

../T- whole, Lay^ 


.^..if, .F' 

k.._for,  fact, F' 

.V_...few,  half,..._ F^ 

all, Bet' 

-A, ...two,  too, ...Bet'' 

already,  awe, Det' 

.1 O,  oh,  owe, Det^ 

ought,. .._Jet' 

./ who,  whom,.. Jief  * 

-...-  or, Tet' 

..i....but, Tet' 

30 


CONSONANT  AND  VOWEL  WORD-SIGNS  31 

READING    EXERCISE 

65.  Read   the   following  exercise   until   it   can   be  read 
without  hesitation;  then  copy  ten  times: 

-^ ~ - ^---" ^--■~-/' 

2.L._ N^ !z......:r:........L...._..^.. / 

"^ ^ ^ ^ - — f/- 

/-•■• ^ - - ^ " "/- 

5._.._....v ^....} /^...._.....k-..J /.. 


TO   THE   LEARNER 


66.  When  reading  or  writing  an  exercise,  the  learner 
should  not  fail  to  give  close  attention  to  every  principle 
involved.  If  at  any  time  a  principle  has  been  forgotten, 
at  once  turn  to  it  for  a  careful  review. 

WRITING  EXERCISE 

67.  "Write  the  following  exercise  once,  and  after  the  same 
has  been  corrected,  practice  it  until  it  can  be  written 
correctly  and  without  hesitation  from  dictation: 

I  The  party  may  be  at-home  (to)day. 

2.  I-shall  give  him  a-dollar  or  two  for-the  advertisement. 

3.  He-may  take-the  whole  thing  to-the  country. 

4.  I-hope  to-be  at  home  {io^day. 

5.  Noah  and-EJife  will-take  charge  (of  the)  abbey  {to)day. 


LESSON  EIGHT 

UPWARD  AND  DOWNWARD  L,  R,  AND  SII 

68.  For  convenience  of  joining  and  the  legibility  of  the 
writing,  r  is  represented  by  a  curved  and  a  straight  stroke, 
and  /  and  sh  are  written  both  upward  and  downward. 
The  rules  governing  the  use  of  the  upward  and  downward 
strokes  for  these  letters  are  as  follows: 

[  When    the    first   sound    in    the 
(i)  Upward  L  and  R  \      word,  and  when  followed  by 
L     a  final  vowel. 


.!>:: ^. fe-. 


lamb        luck      rogue  rich      mellow^  daily    cherry       Dora 

Lai/-M  Lctij-K   Eay-Gay    Eay'-Cluaj  M-Lay'D'^Lay  Cluiy-Ray  D~-Ray 

f  W^ien  preceded  by  an  initial 
(2)  Downward  L  and  R  !      vowel,  and  when  the  last 

[     sound  in  the  word. 


.'^- 


> ^--^■- 


alike         alum        arm        argue      pail        vale         door         fear 
L'-K     L'-JI     R'-M   E'-Gaij  F^L     V'-L    D'-It      F'-R 

(3)  WTien  the  only  consonant  stroke,  the  sign  for  I  l- 
always  written  upward,  as  shown  in  the  alphabet. 

^. .C. ^ ^ r/C._..... 

oil  lea  low  allow  oily 

Lay*  Lay'  Lay'  Lay^  Lay' 

32 


UPWARD   AND    DOWNWARD    L,  R,  AND   SH        33 


{Shay  is  always  used  after  T  and  D 
and  l)efore  and  after  Lay.  Ish 
is  used  in  almost  every  other  case. 


U^ 


V 


■^ '^' 


tush  dish  lash  shawl        show        cash         rash 

T-Shuy     D-Shaij    Lay-Shay     Shay-Lay       Ish'         K-Ish^      Ray-Ish 

(5)  In  the  Middle  of  Words  use  the  up  or  down  stroke 
lor  /,  r,  and  sh,  according  to  convenience. 


Use  Lay  following  M; 

Use  L  initially  when   followed   by 

N,  Ing,  iss-N,  and  iss-^ng. 
Use  Ray  when  followed  by   T,  D, 

Chay,  J,  Ith,  Thee,  and  after  ////. 
Use  Ray-Ray  for  two  r's,  as  in  roar. 
Use  R  initially  when   followed   by 

M  or  iss-M. 


(6)  Exceptions 


^ 


.^_.....zl. 


room  iT?anf      aright      Archie        urge  earth  mile 

R'^-M      rLm  Ray'-T  Raif-T  Ray  ~- J  Ray '-Ith  M-Lay 


TO  THE  LEARNER 

69.  The  utmost  familiarity  with  the  rules  given  in  this 
lesson  is  necessary,  to  the  end  that  the  writer  will  not  hesi- 
tate a  single  instant  in  determining  which  stroke  is  to  be  used. 

The  learner  who  shirks  the  labor  necessar\  to  thoroughly 
master  every  rule  and  principle  in  each  lesson  and  apply 
the  same  in  writing,  may  safely  conclude  that  he  has  not 


34  LESSON    EIGHT 

the  necessary  qualifications  to  succeed  in  shorthand,  or  any 
other  profession  where  close  application  and  faithful  study 
are  necessary  to  success. 

READING  EXERCISE 

(50  Words) 

70.  The  following  exercise  is  to  be  read,  and  then  written 
jive  limes: 

i...f....^....._^.....^..-.fZ .^ ^....y:... 

2.\^..._.J.....^. — ^. f£^.....,X\..^.....:rC:._ 

z...{Z...A.^ ^..\^..../^....s:::l.^..r^... 

^■^^ i.-:^-:^-^^--^--4 -^ 

6....^-..--X.^^...--^--'^--X..-v---.^Ao/-'- 


WRITING  EXERCISE 

71.  The  following  words  are  to  be  written,  corrected, 
and  then  rewritten  ten  times: 


I. 

law 

7- 

tallow 

13- 

wreath 

2. 

ail 

8. 

below 

14. 

wrong 

3- 

lath 

9- 

niiy 

15- 

rage 

4- 

lime 

ID. 

rye 

16. 

rack 

5- 

look 

II. 

ridge 

n- 

rag 

6. 

lack 

12. 

rope 

18. 

repack 

UPWARD  AND  DOWNWARD  L,  R,  AND  SH        35 


19.  remedy 

20.  repay 

21.  jury 

22.  Mary 

23.  narrow 

24.  tarry 

25.  notary 

26.  borrow 

27.  coil 

28.  file 

29.  kneel 


30.  oar 

31.  ire 

32.  orb 
33-  anny 
34.  four 
35-  jar 

36.  tire 

37.  shallow 

38.  tissue 

39.  reach 

40.  shop 


41.  shape 

42.  mush 

43.  push 

44.  ream 

45.  rely 

46.  shower 

47.  armory 

48.  elbow 

49.  melody 

50.  mileage 


REVIEW  QUESTIONS.— Lesson  Eight 

1.  When  should  Lay  be  used? 

2.  When  should  L  be  used? 

3.  When  use  R? 

4.  When  use  Ray? 

5.  When  is  Shay  used  ? 

6.  When  is  Ish  used  ? 

7    How  are  they  written  in  the  middle  of  words? 

8.  What  are  the  exceptions  to  these  rules? 

9.  How    are    the  strokes  for  /  and   sh  written   when  standing 

alone  ? 
10.  Which  sign  is  used  for  initial  r  followed  by  Af  ? 


LESSON  NINE 
CONSONANT  WORD-SIGNS:  THIRD  LIST 

(24  Word-signs;  37  Words) 

72.  Again  we  remind  the  learner  of  the.  necessity  of 
memorizing  the  word-signs.  They  are  the  "backbone" 
of  reporting,  and  he  who  has  not  the  patience  necessary 
to  learn  the  different  lists  may  safely  conclude  that  he 
will  find  his  vocation  lying  in  some  other  direction  than 
that  of  shorthand. 


SUGGESTIVE  HELPS 


73.  The  words,  see,  saw,  so,  say,  use,  use,  in,  no,  know, 
thee,  thy,  they,  thou,  way,  and  our,  in  the  following  list,  are 
sign-words,  represented  by  their  respective  consonants, 
written  in  the  position  indicated  by  the  vowel. 


see,  saic,_ S' 

./. so,  say,... S" 


..\ us,  tise, S' 

-/ —  was, Z' 


-S it.se, 

in,  any. 


.N' 


^^^....no,  know, N~ 

own, N^ 

.- thee,  thy, Tllee 

\.....them,  ilmj, _.TUte^ 

f though,  thoH, Tllee' 


.._-/...  usual-ly, Zliuy' 


./r.--.your,. 
why,- 


CONSONANT    WORD-SIGNS 


37 


.Yay' 


ever, F"* 


Way'     ^....have, V' 


^--away,- 


...Way^ 


^—however, V 


her,  here,  hear,- -—R'    ■  .  /...holy, 


.Hay 


A..I10W, N-Pet 


.new,  knew, N-Chet 


::^....*are,.. 22' 

..->...-  our,  hour, —  i2 

♦  Note. — In  phrase-writinj^  are  may  be  represented  by  either  R  or 
Ray  acrording  to  convenience 

READING  EXERCISE 

74.  Read    the   following   sentences    until    they   can    be 
read  without  hesitation;   then  copy  ten  times: 


.(. 


.r\. 


5.:r...if. Tc 


..?> .^ 


6. 


1 (. 


.N /.. 


-^■ 


T..U \-    -^-Z 


449588 


38  LESSON    NINE 

« -~^---^- k ^ — 

9.-..I .^. ^.....:h....^ ,-. 


10.. 


..t:^. _ L. 


75.  After  writing  once  and  correcting  the  following 
exercise,  write  it  again  and  again  until  it  can  be  written 
from  dictation  correctly  and  without  hesitation: 

1.  I-shall-be  happy  (to)  see  them. 

2.  They  owe  her  a-dollar  or  two  for-the  robe. 

3.  They  already  have-them  at  an -advantage. 

4.  WTay  do-they  come  here  daily? 

5.  They-may  have  time  (to)  see  him. 

6.  I-know  she  ought  (to)  look  for-them. 

7.  She  knew  it-was  to-be  given  (to)  them. 

8.  They  say  he-will-be  here  in  a.-day  or  two. 

9.  They  ought  to-be  here  at  eight. 

10.  Will-the  change  be  (to)  your  advantage? 


LESSON  TEN 

CIRCLES  AND  LOOPS,  AND  THE  STROKES  FOR  S  AND  Z 

76.  In  this  lesson  is  presented  the  principle  of  repre- 
senting 5  and  z  by  a  small  circle;  ses,  sez,  sus,  sys,  cise,  etc., 
by  a  large  circle;  st  and  zd  by  a  small  loop;  str  by  a  large 
loop;  the  rules  governing  the  use  of  the  strokes  for  s  and  z. 

SMALL   CIRCLE 

77.  The  small  circle,  called  iss,  represents  s  at  the 
beginning  of  a  word  and  5  or  z  in  the  middle  or  at  the 
end  of  a  word.     It  is  joined  to  consonant  strokes  as  follows: 

(1)  To      STRAIGHT      STROKES,      or      BETWEEN      STRAIGHT 

STROKES  EXTENDING  in  the  SAME  DIRECTION,  it  IS  made 
by  a  movement  opposite  to  that  of  the  hands  of  a  clock. 
In  the  following  examples  the  arrow  indicates  the  direc- 
tion of  the  circle; 

--^■-.--.-c^ ^ f _ 

sip  chase  soak  stay  testy 

iss-P'       Chaif-iss        iss-K"  iss-T^      T'-iss-T 

(2)  To   CURVED   STROKES,   Or  BETWEEN  a   STRAIGHT  and 

CURVED  STROKE,  it  is  tumed  on  the  inside  of  the  curve. 

....X. J^ f^ Sp. .^ 

safe  face  sins  visit  .raisin 

iss-F^  F^-iss       iss-N-iss      V-iss-T     Ray'-iss-N 

39 


/|0  LESSON    TEN 

(3)  Between  straight  strokes  in  different  directions, 
it  is  turned  on  the  outside  of  the  angle. 

■ ^ -^----t ^- k- ^ 

desk  risk  task  opposite  dispose 

D'-iHs-K   Ray'-Us-K     T-iss-K      P'-iss-T  D^-iss-P-iss 

(4)  Between  two  curved  strokes  it  is  usually  turned 
on  the  inside  of  the  first  curve. 


muscle  mason  missive  vessel  Lesley 

M-iss-Lai/~   3I-iss-N       3I-iss-V     V-isa-L   Lay^-iss-Lay 


VOCAI.IZATION 


78.  In  vocalizing  outlines  with  circles  attached,  the 
vowels  are  placed  before  or  after  the  stroke,  the  same  as 
if  no  circles  were  used. 


:^ ______£ 


..'^. 


sob  said  soars  spokes  palms 

isH-B'  iss-D-       iss-P'-iss    iss-P~-K-iss  P'-il/-t.ss 


ORDER   OF   READING 

79.  In  reading  outlines  hcginning  with  a  circle,  the  circle 
is  the  first  tiling  read.  If  an  outline  ends  with  a  circle,  the 
circle  is  the  last  thing  read. 

.....A..... ^ \ k^ 5::^.. 

soap  save  suppose         foams  smiles 

iss-P"     iss-V'      iss-P—issF-M-iss       iss-3I-Lay'- i8S 


CIRCLES,  LOOPS,  AND  STROKES  FOR  6'  AiND  Z    41 


LARGE   CIRCLE 


80.  The  large  circle,  culled  sez,  represents  any  syllable 
formed  by  two  j  or  z  sounds  or  a  combination  of  5  and  s 
with  a  vowel  between  them;  as,  sis,  sys,  siis,  zez,  zes,  etc. 

The  vowel  in  the  s}llable  may  be  indicated  by  writing 
its  sign  within  the  circle.  Plowevcr,  it  is  unnecessary  tc 
do  this  when  the  syllable  to  be  written  is  "  sez." 


system  gazes  exercise  cases  slices 

jScz-T'~M     Gay'-Sez  K-iss-Iiay'-sez  K-sez    iss-Lay'-aez 


SMALL    LOOP 


81.  The   small  loop,   called   steh,  represents   st,   at   the 
beginning  and  st  or  zd  at  the  end  of  a  stroke. 

1- ^ w > 

step  stock  post  fast  paused 

steh-P-       sieh-K'  P~-steh         F'-steh         P'-steh 


LARGE    LOOP 

82.  The  large  loop,  called  ster,  represents  str  at  the  end 
of  a  word.     It  is  never  used  at  the  beginning. 

--A;o= ^ \>--- -P----^^^-- 

faster  muster  pastor  coaster  monster 

F-'-  ster        31-  ster  P-ster        K^-ster        U'-N-ster 

83.  The  method  of  vocalizing,  the  order  of  reading, 
and  the  manner  of  joining  sez,  steli,  and  ster  is  the  same 
as  for  iss. 


42  LESSON  TEN 

84.  When   st  occurs   between    two   strokes,   /  may  be 
omitted,  and  iss  only  used. 

^--- (^ ^--- -^^- --'^- 


testify  justify  postal  must   have        must  be 

T-iss-F      J'^-iss-F     P^-iss-L       M-iss-V      M^-iss-B 

85.  Iss  may  be  added  to  sez,  steh,  and  ster  by  forming 
it  against  the  opposite  side  of  the  stroke. 

.....^ -e X- -/^ — >^-- 

exercises  successes  posts  musters  pastors 

K- iss- Ray-     iss-K-     P'-steJi-iss  Master-        P'-sfer- 
sez-iss  sez-iss  iss  iss 

86.  The  plural  number  or  possessive  case  of  a  noun, 
and  the  third  person  singular  of  a  verb  in  the  present 
tense,  may  be  formed  by  adding  iss. 

_  -        ^        I         -       _ 

kmgdoms  things  dollars  gives  comes 

K'—iss  Ing'-iss         D'-iss  Gay -iss         K-iss 

RULES   FOR  THE   USE   OF   THE   STROKES  S  AND  Z 

87.  The  employment  of  different  signs  for  the  same 
letter  adds  to  the  beauty,  lineality,  and  speed  in  writing. 
The  circle  for  5  and  2  is  more  generally  used  than  the 
stroke;  however,  the  latter  must  be  employed  in  accord- 
ance with  the  following  rules: 

(i)  When  the  only  consonant  in  the  word. 


'ce  sue  assay  easy 

S'  S'  S'  z' 


CIRCLES,  LOOPS,  AND  STROKES   FOR  5  AND  Z    43 

(2)  When  two  5  or  z  sounds  are  the  only  consonants  in 

the  word,  one  of  them  must  be  represented  by  the 
stroke. 

L ):. 1 >._._.. 

cease  essays  saucy  ices 

S'-iss  S'-iss  iss-S'  S-iss 

(3)  When  preceded  by  an  initial  vowel. 

---■t :)^ ^ ^ 

ask  assume  assignee  Ezra 

S?-K  S-M  S'-N  Z'-Ray 

(4)  When  followed  by  a  final  vowel. 

n. .__.  ^       ^ 


lazy  racy  Lissie  fussy 

Lay^-Z  Ray'-S  Lay'-S  F'-S 

(5)  When  two  vowels  or  a  vowel  and  a  diphthong  come 

between  the  5  or  z  and  the  other  consonant. 

_L.... L .....II 4l, 

science  seance  chaos  sayings 

S'-N-iss  S'-N-iss  K-S'  S'-Ings 

(6)  When  z  begins  the  word. 

)i......_..h _ y. L^..... I 

zero  zeal  zest  zenith  zeno 

Z'-Ray        Z'-Lay         Z'- Steh      Z'-N-Ith       Z'-N 


44  LESSON    TEN 


WRITING  EXERCISE 

88.  The  eighty-five  illustrative  words  in  this  lesson  are 
to  be  practiced  as  a  writing  exercise.  Write  each  word  ten 
iiir.cs,  all  the  while  studying  the  principles  involved.  After 
this  shall  have  been  accomplished  the  learner  should 
read  the  exercise  from  his  o\\ti  notes. 

The  regular  reading  and  writing  exercises  will  be  found 
in  Lesson  Eleven. 

REVIEW  QUESTIONS.— Lesson  Ten 

1.  What  is  the  name  of  the  small  circle? 

2.  What  does  the  small  circle  represent? 

3.  What  is  the  name  of  the  large  circle? 

4.  What  is  represented  by  the  large  circle? 

5.  What  is  the  name  of  the  small  loop? 

6.  What  letters  are  represented  by  the  small  loop? 

7.  What  is  the  name  of  the  large  loop? 

8.  What  does  the  large  loop   represent? 

9.  When   a  character  represents  more   than  one  letti^i,  how  is 

the  letter  represented  determined  ? 

10.  Describe  the  joining  of  iss  and  scz. 

11.  Describe  the  joining  of  sleh  and  sler. 

12.  How  is  a  circle  or  loop  read  when  joined  at  the  beginning 

of  words? 

13.  How  is  a  circle  or  loop  read  when    joined    at    the    end  of 

words  ? 

14.  Describe   the  vocalization  of  outlines  with   a    circle   or    loop 

attached. 

15.  What  does  iss  represent  at  the  beginning  of  a  stroke? 

16.  What  does  steh  represent  at  the  beginning  of  a  stroke? 

17.  Is  the  sler  loop  used  at  the  beginning  of  a  word? 

18.  Describe  the  joining  of  iss  to  sez,  sleh,  and  sler. 

19.  Is  sleh  used   between  two  strokes? 

20.  Give  the  rules  governing  the  use  of  the  strokes  for  s  and  z 


LESSON  ELEVEN 
rp:ading  exercise 

ISS,  SEZ,   $TEH,  STKR,  S,   AND  Z 
(loo  Words) 

89.  Read  the  following  exen  ise  until  the  words  can  be 
spoken  as  readily  as  if  written  in  longhand;  then  copy  the 
plate  five  times; 

2^, £^ jUil.-.cs::^ '.A ^ 


/    ^     ^     <--^   "^-^    %r^ 


3......./^. 


.t^..h^...Cy_ 


4..ko..^._..^ .cl^._..t^......ff......"if..____\p...S....L._. 

c:.-.-^- ^---A.....y.A s^_...__... 

< 

sk .V='.„..^.-'^-..._/f?. .~i> fc J.. .^. 

9..-#_...3.....^....^ .t_..2 1 •} h.J..^. 

4S 


46 


LESSON  ELEVEN 


WRITING  EXERCISE 

ISS,   SEZ,   STEM,   STER.   S,    AND   Z 

90.  The  following  exercise  to  be  written,  corrected,  anc 
then  rewritten  ten  times: 


1.  such 

2.  choose 

3.  slow 

4.  fees 

5.  lace 

6.  ashes 

7.  seems 

8.  seams 

9.  source 

10.  fuse 

11.  keeps 

12.  slap 

13.  ships 
14..  smile 

15.  slash 

16.  discuss 

17.  reason 


18.  dispatch 

19.  lesson 

20.  lessen 

21.  possess 

22.  Cicero 

23.  supposes 

24.  losses 

25.  sources 

26.  causes 

27.  surmises 

28.  paste 

29.  dust 

30.  cost 

31.  coast 

32.  lost 
ZZ-  rust 
34.  honest 


35.  molest 

36.  supposed 

37.  jester 

38.  lister 

39.  costs 

40.  tests 

41.  casts 

42.  possesses 

43.  sea 

44.  sew 

45.  Esau 

46.  espy 

47.  asks 

48.  easily 

49.  Lucy 

50.  scion 


LESSON  TWELVE 

NOMENCLATURE 

91.  The  nomenclature  in  shorthand  is  both  a  matter 
of  convenience,  Section  9,  and  of  the  utmost  importance 
as  to  legibility,  Section  ig.  By  this; method  the  names 
of  the  outlines  for  hundreds  of  words  suggest  perfectly 
or  so  closely  the  words  themselves,  that  vocalization  is 
wholly  unnecessary  in  writing  this  class  of  words.  In 
numerous  instances  where  the  nomenclature  is  not  wholly 
suggestive  in  itself,  reference  to  the  position  of  the  outline 
will  render  it  absolutely  legible.  This  principle  is  appli- 
cable, also,  to  a  part  of  a  word,  and  is  of  inestimable  value 
to  both  the  learner  and  the  stenographer. 

^:^- -C 'yr. 


ark  arm  ink  Ellen  early 

R^'-K  n'-M         Ing'-K  L~~N         R~-Lay 

92.  With  different  methods  for  representing  certain  con- 
sonants, and  whole  syllables,  comes  additional  advantage 
from  the  naming  of  outlines.  In  Lesson  Ten,  the  large 
circle,  sez,  and  the  large  loop,  ster,  represent  the  important 
syllables  of  such  words  as  cdiSes,  s\\ces,  ia,ster,  muster, 
psistor,  coaster,  and  monster. 

93.  It  will  be  found  advantageous  in  this  and  subse- 
quent lessons  sometimes  to  spell  the  letter  names,  presented 
in  the  alphabet  as  follows: 

PBTD         J         KFVMN 
Fee    Bee    Tee    Dee    Jay    Kay    Ef    Vee    Em     En 

47 


I 


48 


LESSON     TWELVE 


By  adding  or  prefixing  ^  or  st  to  these  consonants,  so 
spelled,  together  with  Chay,  Gay,  Lay,  Ray,  Hay,  etc., 
the  syllable  names  thus  formed  will,  in  many  cases,  be- 
come the  word  represented. 

Hereafter  iss  and  steh  may  be  named  separately  or  in 
conjunction  with  the  consonants  to  which  they  are  attached, 
as  shall  be  most  suggestive. 


CIRCLE  AND  LOOP  NOMENCLATURE  WORDS; 
SECOND   LIST 

(27  Signs;    31  Words) 

94.  Review  Section  19,  and  read  an^  write  the  following 
exercise  ten  times,  associating  the  names  of  the  outlines 
with  the  words  they  represent: 

\ 


\ 


P/- 


.pea 


Pees'...  peace,... peas 


P-sez, pieces 


\ 


Peest'. 


Im. 


Bees',. 


.pieced 

.bee 

.bees 


-Beestl beast 

T,'.. -tea 


Tees', -—teas,  tease 

_6_-.Clicvf-sez, chases 

../..Chaystf. .chased 

^,~D.K-scz, .cases 

.==rf=>.Kayst;-... -cased 

-TT^.  Gays,~- gaze 

.^....Gay-sez, gazes 

^....  Hays,'- .raise,  jcays 


J^...-  Ray-sez, races,  raises 

,-<f....  Rayst^. .raced 

.L^...^Lays,i lays 

M. Lay'-sez, laces 

L.....Layst,~. laced 

r. D~-Lays, delays 


NOMENCLATURE  49 


D~-Kays, .decays 

Ing'-K, -iak 

.>^^.i2^-7C- -ark 

.-^^^2^^-J/, arm 

Q,...L--N., .-Ellen 


LESSON  THIRTEEN 


CIRCLE  WORD-SIGNS;  FOURTH  LIST 
(i6  Word-signs;    20  Words) 

95.  A  thorough  mastery  of  this  list  of  word-signs  is 
necessary.  Directions  for  learning  the  list  will  be  found 
in  Sections  44  and  45. 


..c:7...first,_ steh'^ 

o 
is,  his,... iss' 

..o as,  has, iss" 

.1... .itself, .Tees^ 

- business, Bees' 

\_...subject-ed, iss-B' 

S several, iss-V~ 

because,.. Kays' 


^,<<'....soon, iss-N' 


.influence, Ens' 


>^^....next, N'-steh 

-C...._this,— ..THees- 

^-....-those,  thus, THees^ 

b-.-.yes,. Yays- 

0 yes  sir,. .Vay^-scz 

\ 

superior, .iss-P' 

50 


CIRCLE    WORD-SIGNS     •  51 


phrasing;,  miscellaneous  principles 

96.  Is,  his,  as,  has,  iis,  city,  and  self  may  be  added  to 
.vord-signs  by  iss;  first  by  steh;  selves  by  sez. 

L V. O. C..:..< L^^ 


it  has         for  us       myself     your  city       at  first      themselves 
r--is.s      F^-iss     31 '-iss    Vay^-iss     T-steli    THee~-sez 

97.  The  word-signs  for  is,  his,  as,  and  has  may  be  en- 
larged to  add  one  of  the  same  words.  The  sign  enlarged 
retains  its  position  when  standing  alone;  when  joined 
to  a  consonant  word-sign,  it  takes  the  position  of  the  word 
to  which  it  is  attached. 

_ — .0 D ....ko- 

is  his  as  his  it  has  his  for  his  is 

sez'  sez^  T-sez  F-sez 

98.  The  past  tense  of  a  verb  ending  with  s  may  be 
formed  by  changing  iss  into  steh. 


influence  influenced 

Ens'  N'-Steh 

99.  In  applying  the  principles  contained  in  Sections  86 
and  96,  if  the  word  ends  with  iss,  the  iss  must  be  changed 
to  sez. 


-^ 


i 6  .. 


influence     influences       gives         gives  us  this  this  is 

Ens  '        N'-sez     Gay'- iss  Gay'- sez     THees ^  THee ^- sez 


52 


LESSON    THIRTEEN 


SUPPLEMENTARY  LIST 
(i6  Forms;  32  Words  and  Phrases) 

100.  The  words  and  phrases  in  this  list  are  Avrillcn  in 
accordance  with  the  foregoing  principles.  If  you  have 
mastered  the  principles  contained  in  this  lesson  and  the 
word-signs  here  introduced  from  preceding  lists,  you  will 
find  it  an  easy  task  to  write  and  read  the  following  exercise: 


— L._its,  it  is,  it  has, T-  iss 

_J...  at  first,. T-steli 

C 

these,  thyself, THees 

/■    this  is,  this  has, 
-Ao.     themselves, THee-HCz 

hears,  hers,  herself,, .^rs' 

..■^.^.  ours,  hours Ars^' 


■•^- 


ourselves. R-scz 

is  his,  is  as,  his  is, 
his  has, sez' 


myself, ...M'-iss 


-^rrs  himself, 3I~- iss 

h...  yours,  yourself,. Yai/S- 

D...  yourselves, Yay-sez 

influence, Ens' 


-^ 


influences, .., _.  JS-sez 


influenced,.. Eust' 


as  has,  as  is,  as  his, 
.0...   has  his,  has  as, sez^ 


Write  the  list  ticcnty  limes,  and  read  it  ^ack  from  your 
own  writing  until  the  words  can  be  named  as  readily  as 
if  written  in  longhand. 


CIRCLE   WORD-SIGNS 


53 


WRITING  EXERCISE 

loi.  Apply  the  principles  already  learned  in  writing  the 
following  words  and  phrases.  \\'rite  and  correct  the  list, 
and  then  write  it  over  and  over  again  until  every  word 
and  phrase  can  be  written  without  hesitation. 


1.  hopes 

2.  parties 

3.  objects 

4.  dollars 

5.  subjects 

6.  charges 

7.  advantages 

8.  commons 
g.  kingdoms 

10.  countries 

11.  comes 

12.  gives 

13.  facts 

14.  advertises 

15.  changes 

16.  thinks 

17.  thousands 

18.  thanks 

19.  sees 

20.  saws 

21.  says 

22.  uses 

23.  uses 

24.  homes 

25.  knows 


26.  wishes 

27.  things 

28.  languages 

29.  longs 

30.  ways 

31.  owes 

32.  whose 
^;^.  owe  us 

34.  who  is 

35.  who  has 

36.  of  his 

37.  of  us 

38.  on  his 

39.  on  us 

40.  to  us 

41.  to  his 

42.  he  has,   Chet^-hs 

43.  has  he,   iss-Ret  ^ 

44.  he  is,       Ret  '-iss 

45.  is  he,       iss-Chet^ 

46.  as  he  is 

47.  and  is 

48.  and  as 

49.  at  his 

50.  for  us 


51.  by  us 

52.  your  city 

53.  if  his 

54.  had  his 

55.  which  has 

56.  have  us 

57.  hear  us 

58.  hear  his 

59.  she  has 

60.  in  his 

61.  know  his 

62.  give  us 
6^.  gives  us 

64.  gives  his 

65.  thanks  us 

66.  this  city 

67.  influence  us 

68.  influenced  us 

69.  he  has  as 

70.  it  is  as 

71.  it  has  his 

72.  for  his  is 

73.  if  his  has 

74.  thinks  his  is 

75.  this  is  his 


54  LESSON  THIRTEEN 


REVIEW  QUESTIONS.— Lesson  Thirteen 

1.  How  is  the  plural  number  and  possessive  case  of  nouns  indi- 

cated? (Sec.  S6.) 

2.  How  is  the  third  person  singular  of  a  verb    in   the   preseni 

tense  formed?     (Sec.  86,) 

3.  What  words  are  added  by  iss? 

4.  Enlarging  the  word-signs  for  is,  his,  as,  and  has,  adds  wh?  ^' 

5.  The  past  tense  of  a  verb  ending  with  iss  is  formed  how? 


LESSON  FOURTEEN 

READING  EXERCISE 

102.  This,  as  well  as  the  writing  exercise,  is  supple- 
mentary to  Lessons  Ten,  Eleven,  Twelve,  and  Thirteen. 
Read  and  write  the  sentences  and  letter  until  this  work 
can  be  accomplished  with  ease  and  accuracy. 


.r    c\    .     y-^     \ 


.._ c. 


i /- 


ft 


8 .e.___..:„: \ l^...<i^...:\ r„__k___;<E, 

^- ■■-^-" v^ ^ ^-- 

5....:...i:___j_-...L. >„.:..:5 : Lx 


A ir^ : ^ ......:i^ 


7....I Z^.._,.L-...\_.^. ZZ..._:>^. 

V 


\ 


9...:::^ ..   ..X...::\......L....^ 

io.i...2r^*.^.....k.....l....>^.....[^.....^:   / 

*NoTE. — A  word-sign  may  be  used  in  forming  a  derivative.     See 
unusual  in  the  tenth  sentence. 

55 


50  LESSON   FOURTEEN 


WRITING  EXERCISE 

103.  The  following  letter  appears  in  shorthand  as  a  part 
of  the  Reading  Exercise:  Write  the  sentences  once,  and 
after  the  same  have  been  corrected,  write  the  entire  exer- 
cise over  and  over  again  until  it  can  be  written  easily 
and  accurately,  and  at  a  fair  rate  of  speed. 

(No.  I,  62  Words) 

Fayktte,  Mo.,  May  5,  1908. 
Thomas  H.  Mason, 

Ada,  Mississippi. 
Sir: — I-shall  ship-the  six  boxes  of  books,  the  two  dozen 
BOXES  of  ink,  the  jo2ir  dozen  ink  eraser,s,  and-the  half 
DOZEN  boxes  of  chalk,  next  Tuesday.  These  things 
ought  (to)  reach  your  store  in-time  for-the  SALE-the  last 
(of  the)  month.  Yours, 

Archie  W.  Lawson. 


WRITING    EXERCISE  57 

1.  All  who  wish  to  go  to-the  city  should-be  ready  soon. 

2.  They  should  arrest  the  boys  who  sel  fire  to-the  six 

COACHES  On-SUNDAY. 

3.  Those  who  ask  justice  should-be  ready  to  give  it. 

4.  The  company  shall  obey  our  kingdom's  laws. 

5.  I-shall  visil  in  Nevada,  Missouri,  Alabmia,  and- 

Mississippi,  in  July  and-AuGusT. 

6.  My  SONS,  Joseph  and-LESLiE,  will  sail  for  Europe 

in-(a)-few-(i«y.s'.* 

7.  She-is  on  her  way  to-the  CITY. 

8.  It-is-as  much-as  he-will  ever  do  for-us. 

9.  It-is-as  \ve.-said,  however  it-may  seem. 

10.  He-has  given  a-BOX  of  books  to-his  cousin. 

*  Note. — Omit  a  in  writing  the  phrase,  in  a  few  days.     It  will 
not  endanger  the  legibility. 


LESSON  FIFTEEN 
DIFFERENT  METHODS  OF  EXPRESSING  W  AND   Y 

104.  As  has  already  been  shown,  each  lesson  presents 
some  new  principle  of  abbreviation,  some  shorter  method 
of  representing  letters,  syllables,  and  words.  Remember 
that  each  new  principle  adds  to  the  facility  of  w-iting  words 
where  such  principle  can  be  applied,  and  at  the  same  time 
gives  material  for  increasing  speed;  hence  the  necessity 
of  thoroughly  learning  and  applying  these  principles  is 
obvious. 

105.  W  is  expressed  by  a  stroke,  a  hook,  and  two  semi- 
circles.    Y  is  expressed  by  a  stroke,  and  two  semi-circles. 

STROKES   FOR  W   AND   Y 

106.  The  rules  for  the  use  of  the  strokes  for  w  and  y 
are  as  follows: 

(i)  When  the  only  consonant  stroke  in  the  word. 

- :^ ^.~      ^        ^        (T- 

woe  woo  Waugh  sway  yew 

Way-  Way^  Way'         iss-Way^         Yay\ 

(2)  When  initial  and  followed  by  iss,  steJi,  or  ster. 

- ^ "^- - 

wise  wasp  Wooster  yeast 

Ways'  Ways' -P       Way^-ster      Yay'-steh 

58 


AlEllIODS   OF   EXPRESSJNG    iV   AND    Y  59 

(3)  When  preceded  by  an  initial  vowel. 

- -^ ^-- -^ V- 

awoke  awake  Owasco  oyer 

Way'-K  Way^-K  Ways'- K         Yay'-B 


■-k 


(4)  When  followed  by  a  final  vowel. 

;^:> _r\ L 

highway  leeway  outweigh  Ottaway 

Pet-Ret-Way'      Lay'-Way  TtWay  T'-Way 

(5)  When  two  vowels  or  a  vowel  and  a  diphthong  come 

between  the  stroke  and  another  consonant. 

V  V 

Wyoming  Wyola 

Way'-M-Ing         Way --Lay 


W  REPRESENTED  BY  A  HOOK 


107.  The  w-hook  is  used  when  the  consonant  following 
w  is  L,  Lay,  M,  N,  or  Ray.  The  outlines  thus  formed 
are  named  Wei,  Wem,  Wen,  Wer. 


a--...-:'::^. '::f     ...}::: 

wealth  Wimrick       Wednesday         war  unwell 

Wel'-Ith  Wem-Ray'-K   Wens-D'      War'         N-WeW 

W     REPRESENTED   BY    SEMI-CIRCLES 

108.   The  semi-circles  foi  w,  weh  _. c  _     and   wuh  ..^.. 

are  joined  at  an  angle  to  a  consonant  stroke. 


X. 


:ti _L 


wave  wade  week  unwed  tweak 

iveh-V"         weh-D"        iculi-K'    N-weh-D"      T'-nmh-K 


6o  LESSON   FIFTEEN 


Y    REPRESENTED     BY     SEMI-CIRCLES 

109.   The  semi-circles  for  y,  ych  --u.__  and  yuh  ..it- 
are  joined  at  an  angle  to  a  consonant  stroke. 

--^- --^ -^ \ .J^-rr^.. 

yoke  yellow  yore  Yates  unyoke 

ych-K~        yuh-Lay-      ytih-Eay~      yeh-Tees-     N^yeh-K 


110.  Iss  may  be  prefixed  to  the  W-hook  and  the  semi- 
circles by  writing  it  distinctly  within  the  hook  or  semi-circle. 

:^ ::: _±^..........^. L... 

swallow  swim  swine  swore  sweet 

iss-Wel'       iss-Wem'      iss -Wen'       iss-Wer~      iss-iceh-T' 

111.  The  IF-hook  and  the  semi-circles  for  w  and  y,  like 
the  circles  and  loops,  are  read  first  when  they  appear  at 
the  beginning  of  a  word. 

The  convenience  of  joining  determines  whether  weh  or 
wuh,  or  yeh  or  yuh  should  be  used. 


TO  TFIE  LEARNER 

112.  The  necessity  of  a  thorough  understanding  of  every 
principle  presented  in  eacli  advanced  lesson  cannot  be 
urged  too  strongly.  The  experience  of  Charles  Dickens,  as 
given  in  his  own  language  in  "David  Cop})erfield,"  will  be 
the  experience  of  every  learner  of  shorthand  who  only  half 
masters  the  principles.  It  will  be  as  impossible  to  make 
satisfactory  progress  in  the  art  without  thoroughly  under- 
standing the  principles  presented  in  each  lesson,  as  it  would 


METHODS   OF   EXPRESSING    W  AND    Y  6l 

be  for  a  workman  to  erect  a  building  without  a  suitable 
foundation. 

Do  not  get  the  impression  that  you  are  smarter  than 
others  who  have  learned  shorthand,  and  that  it  will  only  be 
necessary  for  you  to  "glance  over  the  lessons."  If  you  do 
you  will  be  disappoined,  for  you  will  find  that  you  will  have 
the  work  to  do  over  again,  providing  you  did  not  thoroughly 
master  the  principles  as  they  were  presented.  Take  this 
lesson  as  an  illustration  as  to  what  should  be  done;  first, 
ask  yourself  the  cjuestion:  "What  is  the  object  of  this 
lesson,  and  what  does  it  present?"  It  presents  the 
different  methods  of  representing  iv  and  y,  and  illus- 
trates the  rules  where  the  different  methods  are  to  be 
used. 

If  you  are  to  write  a  word  in  which  w  must  be  repre- 
sented, find  out  first  if  it  Is  to  be  written  with  the  stroke; 
decide  this  by  reference  to  the  rules  under  Section  io6.  Is 
it  to  be  represented  by  a  hook?  This  will  be  decided  by 
reference  to  Section  107.  If  it  is  not  to  be  represented  by  a 
stroke  or  hook,  then  the  brief  sign  must  be  used.  If  a  word 
is  to  be  written  in  which  y  must  be  represented,  apply  the 
rules  for  writing  that  letter;  decide  this  by  reference  to 
Section  106;  if  the  stroke  is  not  used,  then  it  is  to  be  repre- 
sented by  the  semi-circle. 

It  may  be  asked:  "Must  a  similar  process  be  gone 
through  with  every  time  a  word  is  to  be  written  in  which 
u'  and  y  occurs?"  By  no  means;  for,  if  the  principles  are 
thoroughly  fixed  in  the  mind,  there  will  be  no  more  hesi- 
tancy as  to  which  method  is  to  be  employed  for  represent- 
ing the  letter  than  there  is  in  deciding,  in  the  common  long- 
hand, when  w  shall  be  written  with  a  capital  letter,  or  that 
we  put  a  period  at  the  end  of  a  declarative  sentence,  or  an 


62  LESSON   FIFTEEN 

interrogation  point  at  the  end  of  an  interrogative  sentence, 
there  is  no  mental  effort  about  it.  So  it  will  be  in  applying 
the  principles  in  shorthand;  after  they  are  thoroughly  un- 
derstood they  will  be  applied  with  no  thought  or  mental 
effort  as  to  which  method  of  representing  the  letter  is  to  be 
employed.  Say  to  yourself:  "I  will  begin  with  this  very 
lesson,  and  will  not  leave  it  until  I  am  as  famihar  with  the 
principles  presented  as  I  am  with  the  letters  of  the  alpha- 
bet. "  Let  this  be  your  method  of  practice  with  every  lesson, 
and  success  is  guaranteed. 


READING  EXERCISE 

(50  Words) 

113.  Read  and  write  the  following  exercise  ten  times: 


1. 


^     "^      ^ 


METHODS   OF  EXPRESSING    \V  AND   Y 


63 


WRITING  EXERCISE 

114.  The  following  exercise  is  to  be  written,  corrected, 
and  then  rewritten  ten  times: 


1.  woe 

2.  Waugh 

3.  Iowa 

4.  yea 

5.  sway 

6.  woes 

7.  yeas 

8.  wayside 

9.  wisely 

10.  west 

11.  wist 

12.  Wooster 

13.  Worcester 

14.  Yost 

15.  await 

16.  awake 

17.  Owego 


18.  wall 

19.  wails 

20.  wool 

21.  weary 

22.  wore 

23.  wealthy 

24.  Willis 

25.  win 

26.  wane 

27.  window 

28.  warfare 

29.  queen 

30.  quire 

31.  acquire 

32.  squire 
33-  twine 
34.  quench 


35.  unwary 

36.  wit 

37.  widow 

38.  walk 

39.  web 

40.  weave 

41.  wing 

42.  swine 

43.  swear 

44.  wages 

45.  swarm 

46.  sweet 

47.  sweat 

48.  yon 

49.  Yale 

50.  subway 


COALE5CENTS 

WEH,   WUH,   YEH,    AND   YUH   IN   THE   VOWEL  POSITIONS 

115.  Well  and  yell,  written  in  the  vowel  positions,  ex- 
press w  and  y  and  the  dot  vowel  of  that  position.  Wuh  and 
yuh,  written  in  the  vowel  positions,  expresses  w  and  y 
and  the  dash  vowel  of  that  position.     If  the  sign  is  shaded, 


64 


LESSON  FIFTEEN 


the  vowel  expressed  is  long.     If  the  sign  is  light,  the  vowel 
expressed  is  short. 


WEII   DOT  GROUP. 


WUH  DASH  GROUP 


we        wa       wa 


wa       wo      woo 


wi        we        wa 


wo        wti       vfd'o 


YEH  DOT  GROUP. 


YUH  DASH  GROUP 


ye         ya        ya 


Ya       yo       yc 


yi         ye  ya 


yo        yu       yoo 


Ii6.  This  principle  is  not  extensively  used,  the  advanced 
writer  nearly  always  omitting  the  w  and  y  in  this  class  of 
words. 


-L- -. 

She  may  hear  (of  the)  bequest  at  the  time  (of  the)  inquest. 


REVIEW  QUESTIONS.— Lesson  Fifteen 

1.  Name  the  methods  for  expressing  it'. 

2.  Give  the  names  of  the  different  signs  for  w. 

3.  Name  the  methods  for  expressing  y. 

4.  Give  the  names  of  the  different  signs  for  w. 

5.  Give  the  rules  for  the  use  of  the  strokes  for  w  and  y. 


METHODS   OF  EXPRESSING    U'   AND   Y  6$ 

6.  Which  of  the  rules  for  the  use  of  the  strokes  for  w  and  y  are 

the  same  as  for  5  and  z  ? 

7.  Name  the  strokes  to  which  the  w-hook  is  joined. 

8.  How  are  weh,  wuh,  yeh,  and  yuh  joined  ? 

9.  How  are  the  W-hook,  weh,  wuh,  yeh,  and  yuh  read? 

10.  Describe  the  joining  of    iss    to  the  TF-hook   and    the    semi- 
circles? 


LESSON  SIXTEEN 
SUGGESTIVE  HELPS 

117.  Before  learning  the  word -signs  for  we  will,  we  are, 
we  may,  with  me,  with  my,  with  him,  and  we  know  in  the 
following  list,  note  that  u'C  and  with,  the  first  words  in 
the  list,  are  joined  as  a  hook  to  the  word-signs  for  will, 
me,  my,  may,  him,  and  kii07i',  already  learned.  We  and 
with  govern  the  position  of  the  alcove  phrases,  except  with 
him,  which  is  written  on  the  line  to  distinguish  it  from 
with  me. 

W  AND    Y   WORD-SIGNS;    FIFTH    LIST 
(16  Word-signs;  24  Words  and  Phrases) 

r 


.?.._  were, 


we,  with, Well' 

—  Well 

what, Wuli 

.=  ..  would, Wuli^ 

u 

----  ye,  year, Yeh' 

H-  yet, Yell 

---  beyond, Yuh! 

^-  you,. Yuh' 


while,  we  will, -Wcl' 

....   we  are, -Wer' 

^.   where,  work, JVer- 

^_  aware, Wcr^ 

....  we  may,  with  me,...Wem' 
with  my, 

:^-  with  him, ...Wenr 

..-   when,  we  know, Wen' 


.<i— ^.   one, Wen~ 

66 


W   AND    y    WORD-SIGNS 


67 


TX)  THE  LEARNER 

118.  You  must  write  well  before  you  attempt  to  write 
rapidly.  Badly  written  shorthand  takes  too  much  time  to 
decipher.  Speed  comes  of  familiarity  with  the  principles, 
and  the  application  of  the  same  in  much  writing.  We  hear 
the  name  of  a  friend,  and  immediately  we  recall  his  features ; 
it  is  something  like  this  in  writing  words  in  shorthand,  only 
instead  of  seeing  the  word  we  hear  it  spoken,  and  immedi- 
ately the  outline  for  that  word  is  presented  to  the  mind,  and 
the  degree  of  facility  with  which  we  trace  the  outline  will 
depend  upon  the  number  of  times  we  have  written  it. 
Words  must  be  written  without  mental  effort  to  recall  the 
sign.  When  this  can  be  done  the  learner  may  write  as  fast 
as  he  can,  and  every  hour's  practice  in  writing  the  outlines 
for  words,  or  signs  for  the  same,  will  increase  his  speed. 


W  AND    Y   NOMENCLATURE   WORDS;    THIRD    LIST 

(8  Signs;   10  Words) 

119.  The  names  of  the  outlines  below  express  perfectly 
the  words  for  which  they  are  used: 


1     Way,?— .way,  weigh 

..^_   Ways,- .ways,  weighs 

.^_  Wa2/'-L«2/s,--waylays 
..(CT..  WeC-— -well 


[C.  TFeZs,--— — Wells 

-^_  Wen,^ wen 

L^-  Yay,? yea 

C.  Yays.^. ...yeas 


68  LESSON   SIXTEEN 


SEMI-CIRCLE   WORD-SIGNS   ENLARC.ED;     PHRASING 

120.  The  semi-circle  word-signs  for  ice,  with^  were, 
what,  would,  ye,  year,  yet,  beyond,  and  you,  may  be  en- 
larged in  their  natural  direction  to  add  we,  with,  were, 
what,  or  would. 


c n 

we  were         were  with    what  would     you  would       ye  would 
weh-weh'      weh-icelv   wuh-wuh'    yuh-wuh'     yeh-weh' 


121.  Enlarging  the  word-signs  for  we,  icitJi,  and  were, 
in  the  direction  of  Ray,  and  tvhat  and  would,  in  the  direc- 
tion of  Chay,  adds  ye,  year,  yet,  beyond,  or  you. 

c                                     ^ 
„ -._o... ^ a 

with  you         were  you      what  year      would  you 
weh-yeh'       tveh-yeh^     ivuh-yuh'     louh-yuh' 


122.  The  word-sign  enlarged  retains  its  position.  The 
context  will  readily  determine  the  word  added  by  enlarging 
the  sign. 

123.  "\Mien  you  begins  a  phrase,  and  is  followed  by  an 
upright  stroke,  it  may  be  joined  as  a  hook,  written  on  the 
line. 


] - A --') -::^ ^-- 

you  take  you  do  you  say  you  shall  you  have 

yuh"-T  yah'-D        yuh'-S         yuh'-Isli         yuh'-V 


W  AND    Y   WORD-SIGNS  69 

124.  The  word-signs  for  we  and  you  when  written  in  a 
phrase  may,  if  more  convenient,  be  reversed. 


we  argue  when  you 

wuh-R^-  Gay         Wen'-  yeh 


PHRASE  LIST 


125.  Apply  the  principles  of  Sections  120  to  123  in  writ- 
ing the  following  list.  After  correcting  the  errors,  if  any, 
rewrite  the  list  le)i  times. 


I. 

we  were 

II. 

ye  would 

21. 

you  had 

2. 

we  would 

12. 

you  would 

22. 

you  do 

3- 

with  what 

13- 

you  were 

23. 

you  think 

4- 

were  A\'e 

14. 

beyond  what 

24. 

you  see 

5- 

were  with 

15- 

with  you 

25. 

you  saw 

6. 

what  would 

16. 

were  you 

26. 

you  say 

7- 

what  we 

17- 

were  lieyond 

27. 

you  have 

8. 

what  with 

18. 

what  year 

28. 

you  wish 

9- 

what  were 

19. 

what  you 

29. 

you  shall 

10. 

would  we 

20. 

would  you 

3^' 

you  object 

READING  EXERCISE 

126.  Read  and  write  the  following  sentences  and  letters 
until  they  can  be  read  and  written  correctly  and  without 
hesitation: 


70 


LESSON  SIXTEEN 

..'.....'rf-. :.. 


¥ 


-f- 


r- 


.:> c.........:£. Ld. 


^  / 
/ 


J 


.^. 


i^. 


.a-i-^ 


/^ 


:>. 


r 


.r:....:c:!:_.__A...._^...,.L_^.J...._Z^. 

.-=v \ .^^.^z^. O. k 


1 


W  AND    Y   WORD-SIGNS  71 


WRITING  EXERCISE 

127.  The  following  letters  appear  in  the  reading  exer- 
cise of  this  lesson.  The  accompanying  sentences  are  to 
be  written,  corrected,  and  then  rewritten  ten  times: 

(No.  2,  51  Words) 
Edwin  W.  Wells, 

Willis,  Texas. 
Sir: 

We-have-your  request  of  August  5.     Allow  us  (to)  say 
in  ANSWER,  we  wash  all  wool  just  as-soon-as  we  receive  it. 
^^e-desire  to  know  w'hen  we-are  (to)  weigh  a.nd-ship-the 
wool  to-the  ciTV. 

Yours, 

Webster,  Wilson  &  Co. 


(No.  3,    32    W0RL)3) 

Sir: 

Your   request   for   one   dozen    boxes,    eight   inches   long, 
four  wide,  and-two  deep,  came  in-the  first  of-this  week. 
We-shall  have  them  /xady  by  Tuesday  or  Wednesday. 
Yours, 


1.  What-would  you-have  me  do  with-your  books  should- 

you  leave-ihe  city? 

2.  When  will  you  go  with-me  (to)  Webster  a.nd-Oswego? 

3.  We-think  we-shall  like  your  new  book  as  well-as-t?he 

one  we-had  last  week. 

4.  We-saw  one  or  two  yoke  of  oxen  while  in-the  country. 

5.  W'e-were  with-them  on  Wednesday  of  last  week. 


72  LESSON    SIXTEEN 


REVIEW  QUESTIONS.— Lesson  Sixteen 

1.  Enlarging  a  iveh  or  wuh  word-sign  in  its  natural  direction  adds 

what  ? 

2.  Enlarging  a  yeh  or  yuh  word-sign  in  its  natural  direction  adds 

what  ? 

3.  Enlarging  a  weh  or  -wuh  word-sign  in  the  direction  of  Ray  or 

Chay  adds  what  ? 

4.  Describe  the  joining  of  you  to  a  following  upright  stroke. 

5.  When  may  the  word-signs  for  we  and  you  be  reversed? 


LESSON  SEVENTEEN 
MISCELLANEOUS  TRINCIPLES 

SHADED  M 

128.  M  may  be  shaded  to  add  p,  h,  or  the  sign -word  be. 
The  name  of  the  shaded  m  is  Enip  or  Emb,  according  as 
the  shading  indicates  the  addition  of  p  ox  b.  A  vowel 
is  read  before  or  after  Enip  or  Emb,  but  never  between  the 
letters  represented. 


.\^ c. ^. 


pump  lump  embezzle       embarrass  may  be 

P~-Emp     Lai/'-Emp  Emb-iss-  Enib-Rays^      Enib^ 
Lay- 

PREFIXES  AND  SUFFIXES 

129.  The  frequently  occurring  syllables  con,  com,  and 
cog  are  expressed  by  a  light  dot  placed  at  the  remainder 
of  the  word;   accom,  by  a  heavy  dot. 


commit         conscious         convey        accompany    cognizance 

Com:  T'     Con:  Ish'-      Con:  V^       Accom:    Cog:  N'-iss- 
iss  P'-N  Ens 

130.  The  suffix  ing  may  be   indicated  by  a  light  dot 
placed  at  the  end  of  a  word;  ings,  by  a  heavy  dot. 

I .^. ^ 1 1 

taking  making  having  eating  doings 

T":  ing         M':  ing         V~:  ing         T':  ing        D\-  ings 

73 


74 


LESSON  SEVENTEEN 


(i)  \\'lien  it  can  he  conveniently  joined,  tngs  is  better 
expressed  with  Ing-iss.  After  iss,  Ing  is  frequently  ex- 
pressed by  the  stroke. 

t ^ \^ ^ 

sayings  facings  passing  rising 

S'-Ings  Efs'-Ings         Pees^-Ing         Rays'- Ing 

(2)  The  Ing-doi  cannot  be  used  in  words  of  one  syllable 
which  end  in  ing;   in  such  words  the  stroke  must  be  used. 


ring  king  '    sling 

May' -Ing  K'-Ing  Iss -Lay' -lug 

131.  The  suxTix  ing  and  a  following  the  may  be  expressed 
by  a  disjoined  tick  in  the  direction  of  P  or  Chay,  choosing 
that  direction  which  is  most  variant  from  the  stroke  with 
which  it  is  to  be  read. 

I -:. .- ... -v^.... s^ 


doing  tlie  giving  the  having  the        knowing  the 

D"':  Chet         Gay':  CItet  FV  Chct  N':  Pet 

132.  The  suffix  ing  and  a  following  (/,  an,  or  and  may  be 
expressed  by  a  disjoined  tick  in  the  direction  of  T  or  K; 
the  direction  chosen  is  that  which  is  most  variant  from  the 
stroke  in  connection  with  which  it  is  to  be  read. 

1 -' ^ ^, 

doing  a  giving  an  making  a  having  and 

X»':  Ket  Gay':  Tet  i/V  Tet  V\-  Tet 


MISCELLANEOUS    PRINCIPLES 


75 


133.  The  advanced  writer  usually  omits  the  prefix  and 
sutTix  signs  when,  by  reference  to  the  context,  the  word 
intended  can  easily  be  determined.  When  ing  can  safely 
be  omitted,  a  following  ilie,  a,  an,  or  and  should  be 
joined  in  accordance  with  the  principles  contained  in 
Section"  4^)  and  50. 


READING  EXERCISE 
(50  Words) 

134.  The  following  exercise  should  be  read  and  copied 
ten  times: 


e-'-' 


76 


LESSON   SEVENTEEN 


WRITING  EXERCISE 


135.  The    following   words,    phrases,  and   letter   to   be 
written,  corrected,  and  then  rewritten  ten  times: 


I. 

limp 

10. 

thump 

18. 

being 

2. 

pomp 

II. 

mop 

19. 

objecting 

3- 

jump 

12. 

mob 

20. 

talking 

4- 

impost 

13- 

comb 

21. 

jumping 

5- 

imposed 

14. 

stung 

22. 

causing 

6. 

imi)ede 

15- 

composes 

23- 

seeing  the 

7- 

empire 

16. 

committee 

24. 

seeing  a 

8. 

empower 

17- 

cogware 

25- 

giving  the 

9- 

bump 

(No.  4,  79  Words) 
Thomas  H.  Sims, 

Mason  City,  Iowa. 
Sir: 

B.  M.  Smith  will  visit  with-you  di-icw-days  early  next 
month.  He-will  come  (to)  this-c:z73'-the  last  (of  the) 
month  (to)  work  for-us.  We-wish  you-would  arrange 
(to)  come  with-him.  Wc-would  like  (to)  do  a-BiG 
business  this  season,  and-if  you-will  give-us  a-few  weeks 
in    July    -dnd- August    wc-shall    pay-yon    well    for-your 

SERVICES. 

Yours, 

James  &-Company. 


MISCELLANEOUS    TRINCIPLES  77 


REVIEW  QUESTIONS.— Lesson  Seventeen 

1.  Shading  M  adds  what  letters? 

2.  What  is  the  shaded  M  called? 

3.  How  is  a  vowel  read  when  used  in  connection  with  a  shaded  M  i 

4.  How  are  the  prefixes  con,  com,  and  cog  represented? 

5.  How  is  accom  represented  ? 

6.  How  is  the  suffix  ing  expressed  ? 

7.  How  is  higs  expressed  ? 

8.  When  ing  is  a  part  of  a  syllable,  how  is  it  represented  ? 

9.  How  may  ing  and  a  following  the  be  represented? 

10.  How  may  ing  and  a  following  a,  an,  or  and  be  represented T 


LESSON  EIGHTEEN 


FIRST  LIST  OF  CONTRACTIONS 
(31  Word-signs;  48  Words) 

136.  In  addition  to  word-signs,  usually  consisting  of  a 
single  stroke,  with  or  without  a  circle,  loop,  or  hook,  and 
nomenclature-words,  words  composed  of  outlines  whose 
names  are  the  words  represented,  there  are  also  contrac- 
uons,  words  not  written  in  full,  but  as  the  term  implies 
contracted.  Contractions  are  important  words  contain- 
ing three  or  more  consonants  and  usually  represented 
by  outlines  containing  two  or  more  consonant  strokes. 


..y.. acknowledge,  ..K-J 


.../. knowledge, N-J~ 


.familiar-ity, F'-  M 


regiilar-ity, Ray'- 

Gay 


' inegular-ity, .    it!  -  Gtiy 


JS-T' 


nothing, : N-Ith' 


-^^\ — referred, Ray'-F 


r^.^-.^refers-ence,- Ray'-  F- 

iss 

^^ 

impossible, .Emp'-iss 

impossibility, 


.- enough,.... N-F' 

objector,  B~-R 


important -auce,.E7?i2? ' 


.-/^rs improve-ed-ment,-.£'»ijj- 

may  be, 

...Jo disadvantage,  ..J5-  iss-J 

^TA^... never, N-V' 


78 


FIRST  LIST   OF   CONTRACTIONS 
--peculiar-ity, P  -  K 

-.represent-ed,  -Ray'- P 


79 


.-  respect-ed- Ray'- 

ful-ly,  iss-P 


^r!fC  ..-nevertheless,  ....iV:  V~ 
intersect- 
ing 

SL...-  notwithstanding  N':  T~ 
intersect- 
ing 


SUGGESTIVE  HELPS 

137.  With  the  exception  of  the  outlines  for  inquire  and 
highly,  the  following  words,  a  part  of  the  list  of  contrac- 
tions, are  formed  by  the  combination  of  two  word-signs, 
or  a  word -sign  and  another  word -form: 


.anything,. JV-Jjigr 

anywhere, N-  icer 

inquire, 

forever,-.. -F'-  V 

onto, Ret '-  Pet 


-highly, Pet '-Lay 

I  will. 


something^ iss  -71/- 

Ing 


\_-.. whenever, wen-V~ 

t/.v^... wherever, wer-V^ 

.\=^... become, -B^-  K. 

V to  become,- -JS^-K 


DERIVATIVES 

138.  When  a  primitive  word  is  represented  by  a  word- 
sign,  a  derivative  may  be  formed  by  prefixing  or  sufl&xing  to 
the  sign  the  necessary  consonant  or  consonants  to  form  the 
derivative,  joining  them  if  convenient;  if  not,  they  may  be 
disjoined. 


peculiar 
P'-K 


peculiarly 
P'-K-Lay 


familiar 
F  '-M 


unfamiliar 
N-F'-3J 


8o  LESSON  EIGHTEEN 

TO  THE  LEARNER 

139.  It  does  not  take  a  long  time,  comparatively,  to 
learn  the  principles  presented  in  a  lesson;  it  is  the  illus- 
trating the  principles  in  writing  that  requires  time,  and  this 
is  the  real  work  in  learning  shorthand,  and  is  generally  where 
the  learner  fails.  He  does  not  write  enough.  He  seems 
to  have  forgotten  the  three  rules,  practice!  practice!  prac- 
tice! If  you  are  not  writing  the  exercises  the  designated 
number  of  times,  then  you  should  set  yourself  to  this  task 
at  once,  and  never  leave  a  lesson  until  this  part  of  your 
work  has  been  well  and  faithfully  done.  The  best  teacher 
in  the  world  cannot  help  you  in  this  respect.  The  real  work 
must  be  done  by  the  learner  himself.  And  this  work,  v,e 
repeat,  is  practice!    practice!   practice! 

READING  EXERCISE 

140.  The  following  sentences,  which  contain  all  of  the 
contractions  in  the  foregoing  list,  should  be  read  and 
written  ten  times: 


:C.. Z ^. -V .:\„. .:rf.....^. 


1... 

J 


2^ 

3.,y. L .^.\o\..s v^--. .( 

aA v^....v . .--...— .>o 


■V 

.^....rx.-...-...-..-.^.....|^. 


-5..^..„^A„.-!o...j..-.A....i .i<.„.zv^....).. .».../.. 


FIRST  LIST   OF   CONTRACTIONS 


.6. 


^M 


/ 

u. 

_    / 


r.. 


A 


/-^ 


9. 


10 V. 

11 n.. 


-,-^- 


/. 


/ 


■^ ^z- 


13....V/V 


15 

L6._./.... 

n....V 

18. 
19. 
20 


_C_ 


u :2.„..k.__...N^ t 


\ 


\. 


LESSON     EIGHTEEN 


WRITING  EXERCISE 


141.  The  following  letter  should  be  written,  corrected, 
and  then  practiced  until  it  can  be  written  correctly,  and  at 
a  fair  rate  of  speed: 

(No.  5,  96  Words) 

James  H.  Mason, 

Chicago,  Illinois. 
Sir: 

The  package  \o\\-ask  us  (to)  ship  you  will  go  by  steamer 
on-Tuesday,  and-it  ought  (to)  REACH-you  by  next  Wednes- 
day. We-hope  this  will-be  in-time  to-be  of  sernice  to-the 
l).irty  (to)  whom  you-refer. 

W'e-have  several  large  bills  (to)  pay  on-the  first  of  next 
inonlk,   and-we-are   asking   those    who    ow^e-us    (to)    pay 
something  on  uie  bills  long  due.     We-shall-be  happy  (to) 
acknowledge-the  receipt  of -your  check  for  $1,000. 
Yours  respectfully, 

Jackson  &: -Thomas. 

REVIEW  QUESTIONS.— Lesson  Eighteen 

1.  What  are  contractions? 

2.  What  is  the  difference   between  contractions  and   word-signs 

and  nomenclature-words  ? 

3.  Why  are  the  last  words  in  the  foregoing  list  of  contractions 

particularly  easy  to  remember? 

4.  How  are  derivatives  formed? 

5.  What  must  the  learner  require  of  himseir  to  succeed  as  a  writer 

of  shorthand  ? 


LESSON  NINETEEN 
THE  SHORTENING  PRINCIPLE 

142.  The  letters  /  and  d  occur  so  frequently  that  it  is 
necessary  to  provide  some  method  of  representing  them 
other  than  the  stroke.  The  method  that  best  answers  the 
purpose  of  speed  and  legibility  is  that  of  shortening  or 
making  half-length  the  stroke  that  precedes  /  or  d.  The 
context  will  readily  determine  which  letter  is  added. 

143.  Half-length  outlines  are  vocalized  the  same  as 
full-length  strokes.  The  /  or  d  added  by  shortening  is 
read  after  a  vowel  and  final  hook,  and  before  a  circle  or 
loop. 

144.  The  rules  governing  the  position  of  full-length 
strokes,  Sec.  ^j,,  rules  i,  2,  and  3,  are  also  applicaljle  to 
half-lenglhs. 

145.  Half-length  outlines  are  named  by  adding  et  or  ed 
to,  or  by  combining  the  sound  c-f  /  or  d  with  the  letter 
shortened. 

.    r ': 1. ':.. ^  . . 


cheat         taught        date  cheats         fade  thoughts 

Cliet'  TeV         Det-  Chets'      Fed'  TheW 

146.  The  strokes  Way,  Yay,  Ing,  Emh,  and  Emp  a'-e 
never  made  half-length  unless  they  have  an  initial  or  final 
hook. 

83 


84  LESSON   NINETEEN 

147.  As  the  simple  strokes  Way,  Yay,  Ing,  Emp,  and 
f.Dih  are  not  made  half-length,  the  corresponding  light 
strokes,  R,  L,  N,  and  M,  without  an  initial  or  fmal  hook, 
may  be  made  half-length  and  shaded  to  indicate  that  d 
follows;   unshaded,  that  /  follows. 


r ...., .^ /5N 


old  light        soared         sort  mode        moat         wind 

Eld'         Let'     iss-Ard'  iss-Art'     Med'      Met'.      Wend' 


148.  Occasionally,  to  avoid  an  awkward  outline,  it  is 
better  to  write  /  and  r  upward  instead  of  downward,  when 
shortened  to  add  d;  upward  strokes,  of  course,  are  not 
shaded. 


^ /^- ^ ^-- 

gored  lard  embezzeled  misled 

Gay -Red'       Lay^-Red      Emb-iss-Led~     M-iss-Led' 


149.  JRay,  when  standing  alone,  is  never  made  half- 
length    to  add  /  or  d. 

150.  When  a  regular  verb  is  represented  by  a  full-length 
stroke  the  past  tense  is  generally  indicated  by  making 
the  sign  half-length.  When  t  or  d  is  preceded  by  another 
t  or  d  sound,  it  is  sometimes  necessary,  in  order  to  denote 
the  ])ast  tense,  to  disjoin  the  last  t  or  d. 

^ ' ) y t h 


'i 

wish      wished       use  used  ask         asked  dated 

Ish'      Isht'        Z'        Zed'     S'-K    S'-Ket        Det~:D 


THE   SFIORTENIN3    TRINCIPLE  85 

151.  The  halving  i)riiuiple,  like  many  others  in  short- 
hand, is  not  to  be  invariably  employed;  but  judgment  must 
be  used,  and  due  attention  given  to  analogy,  angles,  syllabi- 
cation, and  outlines  that  obviate  difticult  joinings. 

152.  A    straight    or    curved    stroke,  following    another 
stroke  in  the  same  direction,  should  not  be  made  half 
length  to  add  /  or  d;  the  full  outline  should  be  used. 


liked  fagged  evoked 

Lay'-K-T  F'-Gmj-D  V-K-T 


153.  The  addition  of  a  syllable  requires  the  use  of  the 
stroke  for  /  and  d. 

_„r 3. n: ^. \ DL, 

need         needed  needy  pit  pity  Kitty 

Ned'       Ned-D'        N-D'  Pet'         P'-T        K-T' 


TO  THE  LEARNER 

154.  You  must  be  careful  to  distinguish  the  half  from  the 
full-length  strokes ;  too  much  pains  cannot  be  taken  in  this 
particular,  for  often  illegible  notes  can  be  traced  directly  to 
carelessness  in  this  respect.  It  is  better  to  make  the  half- 
lengths  a  little  short  rather  than  too  long.  As  t  and  d  are 
the  most  frequently  recurring  consonants,  it  is  necessary  to 
understand  the  halving  principle,  no  matter  how  long  it 
may  take  you  to  do  so.  We  are  anxious  to  have  you  ''get 
on,"  but  it  must  not  be  done  at  the  sacrifice  of  correct 


86  LESSON  NINETEEN 

outlines  and  legible  notes,  which  is  sure  to  occur  if  you  do 
not  give  the  necessary  time  to  the  mastery  of  this  lesson, 
one  of  the  most  important  in  the  book. 

READING  EXERCISE 

(50  Words) 

155.  The  following  exercise  is  to  be  read  and  copied  ten 
times: 

IV  /.  -  r- 

2.---^--^--v..-.a.--:^*---^--:L-" ^ 


3. 9y. ^ '9^ -w^—? L. 


-h 


l^ ^ •_ ' ! -Iryj^......)^.. 


.,- !^ ^ C:.. 


WRITING  EXERCISE 

156.  Write  the  following  exercise,  correct,  and  rewrite 
ten  times: 


I. 

deed 

8. 

shades 

15- 

mad 

2. 

fought 

9- 

shut 

16. 

might 

3- 

fades 

10. 

lot 

17- 

saint 

4- 

fad 

II. 

late 

18. 

signed 

5- 

vied 

12. 

sold 

19. 

sinned 

6. 

shot 

13- 

Meade 

20. 

spade 

7- 

shade 

14- 

mode 

21. 

spot 

THE   SHORTENING   PRINCH'LE 


87 


22.  cut 

23.  sand 

24.  sealed 

25.  spouts 

26.  badly 

27.  astound 

28.  ascend 

29.  ascends 

30.  madam 

31.  absurd 


32.  lately 

33-  fatal 

34.  fumed 

35.  inward 

36.  paged 

37.  melt 

38.  malt 

39.  attached 

40.  metal 

41.  wired 


42.  worried 

43.  midnight 

44.  mitigate 

45.  latitude 

46.  dedicating 

47.  stating 

48.  compute 

49.  compete 

50.  ultimo 


REVIEW  QUESTIONS.— Lesson  Nineteen 

1.  Making  a  stroke  half-length  adds  what  letters? 

2.  How  can  the  writer  determine  which  letter  is  added? 

3.  In  what  order  are  the  letters  added  by  shortening,  read? 

4.  How  are  half-length  sign::  vocalized? 

5.  How  are  half-length  signs  named? 

6.  What  strokes  are  not  made  half-length  unless  they  have  an 

initial  or  final  hook  ? 

7.  What  strokes  are  shaded  when  made  half-length  to  add  d? 

8.  What  strokes,  when  standing  alone,   are  never  shortened   to 

add^? 

9.  When  must  the  full  length  strokes  for  I  and  d  be  employed? 
10.  How  is  the  past  tense  denoted?   • 


LESSON    TWENTY 


HALF-LENGTH    NOMENCLATURE    WORDS; 
FOURTH   LIST. 

(iS  Signs;   34  V/orus) 

157.  In  the  following  list  the  names  of  the  outlines  are 
the  words  they  represent.  It  is  therefore  unnecessary  to 
memorize  these  as  regular  word-signs.  Review  the  lists  in 
Sections  19,  gj,  and  118,  and  write  this  list  tc:i  times,  as- 
sociating, as  you  do  so,  the  names  of  the  outlines  with  the 
words  represented. 
--N Pet^- —-pet  -<^. Jetsf- 


..\o Pets-.. 

Bd;_. 


\ 


No 


-pet 

-pets 

-bet 


Bcd;- 


-bed 


Bets,i .bets 

Bcdsi -beds 


y     i 


Dctl... debt 

Ded,~— -dead 

-t Dets^- ....debts 


./ Jet; 


.jet 


jets 

.^_ Get-. get 

.^ Gets;, .gets 

..V Fed- fed 


.C......Let-. 


.let 


.-^ Arti^ ...art 

-:^ Arts,^. arts 

^. Met;.... 


met, 


.J^et,- _net, 


.^. Nets,^. ....nets, 


HALF-LENGTH   NOMENCLATURE   WORD-SIGNS      Tq 

,,  ,,  T.J,  .-(^. Werd^- word 

AecZ,:.- .Ned 

..c^. Werds',. words 

..<c^^.—  Red  ^-  N, redden 

xTr: I2ecZ"-£'HcZ,---- reddened 

.^rr1__._A"-Z)ed,~- -ended 

-|^_-p Ded  -  Ens, deadens 

..^......L'-Eed,  -.-Elred^ 


Endf---- -end. 

sJ> Endsl -ends 

Went;. went 

Wcnd^- wend 

Welt;- welt 

Weld~- weld 


C 


READING  EXERCISE 

158.  The   following  letter  to   be   read   and  written   ten 
times : 

(No.  6,  64  Words) 
1     ^       "^ 

V-^ ^"-^-FT^ ^- 

....l...vw<rT:...,/....I .^ :'. CS ^......_ 


WRITING  EXERCISE 

159.  The  following  letter  is  to  be  written,  corrected,  and 
then  practiced  until  it  can  be  written  from  dictation  accu- 
rately and  at  a  fair  rate  of  speed: 

(No.  7,  59  Words) 
Ned  H.  Elred, 

City. 
Sir: 

We-have  two  lots  for  sale,  located  on  Eighth  Avenue, 
by-the   Square.     These   lots  are   45   by    185   feet,   and- 
WORTH  $6,000  each.     If  you  wish  (to)  invest,  this-is-the 
time   (to)  do  so.     Let  me  hear  what-you  will-do. 
Respectfully  yours, 

J  a  Dies  ]V.  Button. 


LESSON  TWENTY-ONE 
HALF-LENGTH  WORD-SIGNS;   SIXTH   LIST 

(30  Word-signs;  38  Words) 

160.  The  learner  should  thoroughly  memorize  the  follow- 
ing list  before  passing  to  the  next  lesson: 


-v-put, .....Pet' 

..  V   about, Bet^ 

.- quite,.-. Kef 

.--^.. .could, Ked' 

God, Ged' 

-.-Ged' 

-feature, Fet' 

-L.. after, Fet' 

...(^.. future, Fef 


-—-.good,. 


( 


-thought, Thet' 


---.that, THei 

.(-..without, THet' 


astonish-ed-ment, Est' 

_..)_.establish-ed-ment,--.£'sf' 

littb, Lj" 

./^-.seldom, Iss-Eld' 

Eld' 

-Lord,  read,... Ard' 

might, Met' 

;  immediate-Iy, Med ' 

./^..made, Med~ 

somewhat, las-Met' 

.c3^.. sometime,-.. .-Iss-Met~ 


.^.--world,. 


.not,- 


.Net' 
qr 


92 


LESSON    TWENTY-ONE 


-i^..  nature, ....-Net' 

.>;<.. natural-ly, Net~-  L 

.5-'.. .under,  hundred, End~ 


want,. - ...Went' 


.wished, Isht' 


.y..used,. 


.Zed' 


READING  EXERCISE 

i6i.  The    following    sentences    and    letter    should    be 
practiced  until  they  can  be  read  and  written  correctly  and 


without  hesitation: 


..v. 


-3...C- :^.-...--^.. 

„   I       ^       r 


[.....r:.....\....>^.....r. 


<i_p 


.: zi. 


6..-^. , 


^ 


L 


L 


r J 

(No.  8,  53  Words) 


.2^. 


1- 


...h... 


-\ 


.^. 


-o - .<^IT>~^. 

.cA......).-.-^....:k' 


HALF-LENGTH    WORD-SIGNS  93 


MISCELLANEOUS  HALF-LENGTH  TRINCIPLES 

162.  The  words  il  and  ichal  may  be  added  by  making 
a  preceding  word-sign  half-length,  in  its  regular  position. 
Had  and  would  may  Le  added  in  like  manner,  the  word- 
sign  shortened  being  written  in  the  third  [Kwition. 


. I -/ 

if  it  in  what  it  had  which  would 

FeV  '  Net'  Ted'  died' 


163.  Derivatives  may  be  formed  from  the  following,  or 
any  preceding  or  suljsequent  Hst  of  word-signs  by  pre- 
fixing or  suffixing,  joining  or  disjoining,  according  to  con- 
venience, the  consonants  necessary  to  form  the  derivative. 


God  godly  good  goodness 

Ged'  Ged-Lay'  Ged'  Ged'-N-iss 


WRITING  EXERCISE 

Half-length  Phrases 

164.  The  following  phrases  are  written  in  accordance 
with  the  principles  contained  in  Sections  96  and  162.  In 
writing  the  phrases  is  if,  as  if,  and  has  if,  Z  is  used  to 
exy)ress  the  first  word  of  the  phrase,  and  shortened  to  add 
//.     Write,  correct,  and  rewrite  the  list  fen  fimes. 


94  LESSON    TWENTY-ONE 


I. 

it  had 

13- 

if  it 

25. 

have  it 

2. 

it  would 

14- 

for  it 

26. 

while  it 

3- 

which  it 

15- 

for  what 

27. 

when  it 

4. 

which  would 

i6. 

see  it 

28. 

acknowledge  it 

5- 

which  had 

17- 

say  it 

29. 

represent  it 

6. 

by  it 

i8. 

was  it 

30- 

is  it 

7- 

doit 

19. 

use  it 

31- 

as  it 

8. 

had  it 

20. 

in  it 

32. 

has  it 

9- 

give  it 

21. 

in  what 

33- 

is  not 

lO. 

think  it 

22. 

know  it 

34- 

as  not 

II. 

she  had 

23- 

they  had 

35- 

has  not 

12. 

she  would 

24. 

thev  would 

36. 

let  us 

REVIEW  QUESTIONS.— Lesson  Twenty-one 

1.  What  words  are  added  by  shortening  a  word-sign  in  its  regular 

position  ? 

2.  What  words  are  added  by  shortening  a  word-sign  and  writing 

it  in  third  position? 

3.  How  are  derivatives  formed  ? 

4.  Explain  the  principle   involved   in   writing  the  phrases  is  it, 

as  it,  and  has  it? 


LESSON   TWENTY-TWO 
METHODS  OF  EXPRESSING  H 

165.  H  is  the  weakest  element  and  one  of  the  most 
frequently  occurring  letters  in  the  English  language.  It 
always  comes  before  a  vowel,  and  in  shorthand  is  repre- 
sented in  two  ways:   by  a  stroke  and  a  tick. 

The  Stroke  for  H 

166.  The  rules  for  the  use  of  the  stroke  for  h  are  is 
follows  (Note  the  similarity  of  these  rules  with  those  for 
s  and  z,  section  87,  and  w  and  y,  section  106): 

(i)  WTien  the  only  consonant  in  the  word. 

<r^  _host,  Hayst' 

(2)  When  preceded  by  an  initial  vowel. 

_,/j...ah£ad,  Hay'-D 

(3)  WTien  followed  by  a  final  vowel. 

,<r:r>><<C^...Omaha,  M-Hay~ 

(4)  WTien  initial  and  followed  by  iss,  sez,  steh,  or  ster. 

-^::r:A^...hasten,  i7a?/-  iss-N 

(5)  WTien  initial  and  followed  by  a  consonant  which  is 

followed  by  a  final  vowel. 

— >....Jiaughty,  Hay'-T 

95 


96  LESSON    TWENTY-TWO 

The  Tick  ior  H 

167.  j\Iany  writers  prefer  to  omit  h  in  all  words  except 
where  the  stroke  is  required.  It  is  not  anticipated  that 
any  difficulty  will  be  experienced  because  of  such  omission 
in  practical  work,  ^\^len  desired,  h  may  be  expressed 
by  a  sloping  tick,  joined  to  the  following  stroke. 

^ 1 L^ ::s _....^ 

hate  heaJ  hitch  whey  whine 

Ret-T~        Bet-D~    Ret-Chay'  Chet-Warf  Pet-wen' 

Note. — In  common  orthography,  such  words  as  whey,  ivhiiie, 
whig,  etc.,  are  written  with  the  h  after  the  w,  although  the  aspira- 
tion is  before  it.     In  shorthand,  h  is  correctly  written  before  the  w. 

READING  EXERCISE 
(50  Words) 

168.  The  following  exercise  to  be  practiced  until  it  can 
be  read  and  written  correctly,  and  without  hesitation: 

,.A...<.^A..A...^..A ^....Xl.^ 


,.S. rJl -..•C....^ -- ^.-1 

H  omitted: 


METHODS    OF    EXPRESSING    H  97 

(No.   9,  S3    WURDS) 

-^- ^ ^-....^-/...... 

-!y-..-r^-...o....^ \...:...c .^......v......^....C:^.. 

i^--^-4 -- |,--^--:r:...__w.....^_ ^... 

l..J._...l ,.....r::.....^.^CA. , 

_ .A. 


WRITING  EXERCISE 

169.  The  following  exercise  to  be  written,  corrected,  and 
then  rewritten  ten  limes: 


1.  hue 

2.  aha 

3.  hew 

4.  Hugh 

5.  ^  la  hew 

6.  hazy 

7.  Harry 
S.  halo 
9.  Hettie 


10.  hisses 

11.  hoes 

12.  Hess 

13.  haze 

14.  hazes 

15.  Ha/'en 

16.  hissed 

17.  hosts 


18.  hasty 

19.  hate 

20.  hat 

21.  hitch 

22.  hedge 

23.  harm 

24.  whey 

25.  whit 


98  LESSON    TWENTY-TWO 

Omit  h  in  the  new  words  of  the  following  sentence 
He  HiT-the  white  horse  a -hard  whack  on-the  head 

with  a-HUGE  HICKORY  WHIP. 


REVIEW  QUESTIONS.— Lesson  Twenty-two 

1.  In  how  many  ways  is  h  represented? 

2.  When  should  the  stroke  for  h  be  used? 

3.  Describe  the  tick  for  h. 

4.  When  should  h  be  omitted  ? 

5.  The  rules  governing  the  stroke  for  h  are  similar  to  those  for 

what  other  letters? 


X4S 


^■^U^S.  7>; 


LESSON  TWENTY-THREE 
INITIAL  HOOKS  FOR  L  AND  R 

170.  The  consonants  /  and  r  are  classified  as  liquids, 
because  they  so  readily  coalesce  with  a  preceding  con- 
sonant, as  in  the  words  fly,  play,  pray,  gray,  etc.  So 
perfectly  do  the  /  and  r  blend  with  preceding  consonants, 
that  the  union  forms  a  kind  of  consonant-diphthong,  and 
the  pronunciation  of  the  two  is  made,  seemingly,  with  but 
a  single  effort  of  the  vocal  organs. 

Z,-HOOK 

171.  A  small  initial  hook,  joined  on  the  circle  side  of 
P,  B,  T,  D,  CJiay,  J,  K,  Cay,  F,  V,  Ith,  THee,  Shay, 
and  Yay,  indicates  the  sound  of  a  following  /.  The  L- 
hook  is  also  joined  to  Ray,  M,  and  A^,  but  it  must  be  made 
large  to  distinguish  it  from  the  TP^-hook  on  the  same  strokes, 
Section  107. 

Shay  has  the  1,-hook  at  the  bottom,  is  always  written 
upward,  and  never  stands  alone. 

The  combinations  formed  as  alcove  are  named  Pel,  Bel, 
Tel,  Del,  Chel,  Jel,  etc.,  and  as  a  class,  may  l;e  called  the 
Pel  signs. 

^ --■ - \y \^ t- 

play  clay  evil  barrel         bushel      pannel 

Pel'  Kel-  Vel'  B'-Rel     B'- Shel  P'-Nel 

99 


TOO  LESSON    TWENTY-THREE 


i-nOOK  TABLE 


172.  The  following  table  illustrates  the  manner  of  placing 
the  L-hook  to  all  the  consonant-strokes  to  which  this  hook 
is  attached.  Copy  the  table  ten  times,  speaking  or  thinking 
the  name  of  the  outline  at  the  time  of  \\jiting. 

....\......A C... f ..Z A .^......s^... 

ri  Bl  Tl  Dl  Chi  Jl  Kl  Gl 

Pel         Bel         Tel        Del        Cliel        Jel         Kd         Gd 

Fl  VI        Thl       Thl       Shi         Yl         Rl  Ml        Nl 

Fel       Vel     Thel    THel    Shel       Yel      Rel        Mel     Nel 

173.  The  L-hook  is  never  joined  to  S,  Z,  Ish,  Zhay,  R, 
L,  Lay,  lug,  Way,  and  Hay. 

i?-nooK 

174.  A  small  initial  hook,  joined  on  the  opposite  to  the 
circle  or  L-hook  side  of  P,  B,  T,  D,  Chay,  J,-  K,  and  Gay 
on  the  circle  on  inside  of  F,  V,  Ith,  THce,  Ish,  Zhay,  M, 
and  N,  indicates  the  sound  of  a  following  r.  The  com- 
binations thus  formed  are  named  Per,  Ber,  Ter,  Der, 
Cher,  Jcr,  etc.,  and  as  a  class  may  be  called  the  Per  signs. 

^       1       ^      ^ _      TX 

pray  eater  crow  acre  gray  dream 

Per-  Ter'  Ker~  Ker~  Ger~        Der'-M 

175.  As  the  small  hook  on  F,  V,  Ith,  and  THee  is  em- 
ployed  for  /,   it   is   necessary,   in   order   to   represent   the 


INITIAL    HOOKS     FOR    L    AND    R  loi 

7?-hook  on  these  letters,  to  turn  them  over,  or  reverse  them. 
As  R,  Way,  S,  and  Z  do  not  take  the  R-hook,  no  confusion 
will  result  from  the  change. 

'^  "^  ^         !>  7        _^ 

offer  fry  free  aver  three  gather 

Fer'  Fer'  Fer'  Ver-        Ther'   Gay-THer^ 

176.  As  the  small  initial  hook  on  A^  and  M  is  employed 
for  IF,  and  a  large  hook  for  /,  it  is  necessary,  in  order 
to  express  r  on  these  letters,  to  shade  the  stroke.  As  Emp 
and  Ing  do  not  take  the  7?-hook,  no  confusion  will  result 
from  the  shading  of  M  and  N. 


\, 


I 


inner  banner  rumor  dinner 

Ner'  B-Ner       Rmf-Mer  D'-Ner 


i?-HOOK  TABLE 

177.  The  following  table  illustrates  the  manner  of  placing 
the  /^-hook  to  all  consonant-strokes  to  which  this  hook  is 
attached.  Copy  the  table  ten  times,  speaking  the  name  of 
the  outline  at  the  time  of  writing. 

....■\ ^ 1 1 _/..._._/_ c^_ .-.- 

Pr  Br  Tr  Dr         Chr  Jr  Kr  Gr 


Per        Ber        Ter        Dcr       Clier       Jer         Ker        Ger 

.^ r^ 5 .) d J. ^ .^. 

Fr  Vr  Thr         THr       Shr         Zhr  Mr  Nr 

Fer        Ver      Ther       Tiler   Sher     Zlier        Mer       Ner 


10  2  LESSON    TWENTY -THREE 


Vocalization 


178.  Vowels  and  diphthongs  are  placed  beside  a  con- 
sonant with  an  L  or  i?-hook  in  the  same  manner  as  if  the 
hook  were  not  attached.  They  are  read  before  or  after 
both  consonants  in  the  group  according  as  they  are  written 
before  or  after  it. 


flee 
Ter'  Ter'  VeV  FeV  Gel'  Ker' 


'. j;^-. 

try  tree  oval  flee  glee  cry 


179.  Occasionally  the  L  and  i?-hooks  are  used  when  a 
distinct  vowel  sound  occurs  between  the  stroke  and  hook, 
in  which  case  it  will  be  necessary  to  observe  the  following 
rules:  Dot  vowels  are  made  into  circles  and  written  before 
the  group,  if  long,  and  after  it,  if  short.  Dash  vowels 
and  diphthongs  are  written  through  the  stroke  in  the 
proper  position. 


i\::::- 

r.      1 

-e^^- 

feel 

dark 

fill 

core 

cool 

cure 

FeV 

Der'-K 

Fel' 

Ker' 

KeV 

Ker' 

180.  In  some  combinations  it  will  be  necessary  to  retrace 
the  preceding  stroke  to  form  the  hook. 


cobble  ripple  chipper  baker  tiger 

K-BeV     Ray'-Pel    Chay'-Per     B'-Ker  T'-Oer 


INITIAL    HOOKS    FOR    L    AND    R 


103 


READING  EXERCISE 

(50  Words) 

181.  The  following  exercise  should   be   practiced  until 
it  can  be  read  and  written  correctly  and  without  hesitation: 


WRITING  EXERCISE 

182.  The  words  and  letter  to  be  written,  corrected,  and 
then  rewritten  ten  times: 


I. 

plea 

10. 

luckily 

19. 

payable 

2. 

prose 

II. 

phrase 

20. 

meager 

3- 

price 

12. 

frame 

21. 

noble 

4- 

looker 

13- 

freely 

22. 

tunnel 

5- 

keeper 

14. 

usher 

^i- 

owner 

6. 

idle 

IS- 

throw 

24. 

apple 

7- 

initial 

t6. 

official 

25- 

draw 

8. 

lover 

17- 

pressed 

26. 

treat 

9- 

likely 

18. 

liable 

27. 

azure 

I04 


LESSON    TWENTY-THREE 


28. 

address 

36. 

club 

44. 

radical 

29. 

editor 

37- 

copper 

45- 

cable 

30- 

bloom 

38. 

fable 

46. 

cabled 

31- 

bul:)ble 

39- 

frame 

47- 

final 

32- 

employ 

40. 

framed 

48. 

coarsely 

33- 

employed 

41. 

reapers 

49- 

clew 

34- 

buckle 

42. 

rubber 

so- 

park 

35- 

buckled 

43- 

robber 

(No.  10,  t:,9  Words) 

Parker,  Bricker  &-^Ieeker, 

Caldwell,  Ohio. 
Sirs: 

We-have-yours  (of  the)  .iSth,  and-in-EEPLY  would-say 
that-you-may  purchase  for-us,  a.nd-ship  by  railway,  one 
barrel  of  sugar,  two  barrels  of  'RiCE,fonr  tubs  of  butter, 
one  keg  of  pickles,  and  twenty-five  boxes  of  pepper. 
If,  for  any  reason,  you-are  UNABLE-to  (Blci^)  make-the 
purchase,  please  let-us  know  immediately.  Our  check 
for  $85.00  will-/jo  (to)  you  by  first  A! ail  on-Wednesday. 
Respectfully-yours, 

A.  W.  Baker  &-Co. 


REVIEW  QUESTIONS.— Lesson  Twenty-three 

Describe  Ihc  joining  of  the  Z,-hook. 

Name  the  strokes  to  which  the  i-hook  is  attached. 

Why  is  the  Z-hook  made  large  on  Ray,  AI,  and  N? 

Name  the  strokes  that  do  not  take  the  i-hook. 

Describe  the  joining  of  the  7?-hook. 

Name  the  strokes  to  which  the  i?-hook  is  joined. 


INITIAL    HOOKS    FOR    L    AND    R  105 

7.  Why  arc  the  strokes  M  and  N  shaded,  and  the  strokes  F,  V, 

Ilh,  and  THee  reversed,  when  the  /?-hook  is  joined  ? 

8.  Name  the  strokes  that  do  not  take  the  i?-hook. 

9.  How  arc  the  L  and  i?-hook  combinations  named  ? 

[O.  Describe   the   vocalization  of   the   L    and    2?-hook  combina- 
tions. 


LESSON  TWENTY-FOUR 
INITIAL  HOOK  WORD-SIGNS;    SEVENTH    LISl 

(48  Word-signs;  74  Words) 

183.  Inducing  the  student  to  familiarize  the  word-signs 
and  contractions  is  one  of  the  most  difficult  experiences  of 
the  shorthand  teacher.  Word-signs  and  contractions  are 
the  rapid  writer's  most  powerful  ally.  Constant  repetition 
alone  can  secure  command  of  what  is  found  to  be  the  bulk 
of  all  shorthand  writing. 


people,. Pel' 


\ 


proper, Per' 


..-\.. principle, Per' 

principal-ly, 

.-<\ -..practice, -Per^ 

practical-ly, 

(\ 
.particular, Pret' 


.'N... pretty, Pret' 

opportunity, 

"belong-ed^ Bel' 


\ 


.able,  believe-ed, 


..\.. member, 

remember-ed. 


BeV 
-Ber' 


..'V.jiumber-ed, -Ber^ 

brotlier, 


.1— till, -Tel' 

r. until, TeV 

.P__,at  least, Tef-steh 

r__.told, - .Teld' 

J. ..truth, Ter' 


..l._. toward, 


.doctor,. 


dear,. 


1    -during, 


Der' 
-Der' 
Der" 


great, Gret^ 


INITIAL    HOOK    WORD-SIGNS 


107 


call,  equal-ly, Kel' 

called,  equaled,  Keld' 

-^^-difficult-y,- Kel~ 

accordingly, Kred' 

=rrr.  care, Ker~ 


..qr.. .cared, Kred~ 

..L..full-y,....- Fel' 

.-^_value,..-_ Vel^ 

..^-.valued, Vled^ 


-form, 


.J'er 


formed,- -Fred' 

..._N  Jrom, Fer^ 


-over, Ver' 

..-T^ -every,  very, Ver^ 


cv  ..favored,. 

0 


'^.. favor, -Vcr^ 

Vred' 

authority, -Thret' 

...O.- throughout, Thret^ 

../..through, TJiei^^ 

.._    either,.... THer' 

.-  /-there,  their,-- -THer'' 

-^  other, THer^ 

.y...suTe-\y, Slier' 

.^..pleasure, Zher" 

Mr.,  mere, Mer' 

re  mark -ed, 

cr?\-more,  Moore, Jder^ 

near,  nor,. Ner..'-.. 

-S— ^.manner, Nen?~.^ 


io8 


LESSON   TWENTY-FOUR 


READING  EXERCISE 

184.  The  following  letter  is  to  be  read  and  written  ten 
times,  or  until  both  the  reading  and  writing  can  be  accom- 
plished with  case  and  accur.icy: 


(No.  II,  100  Words) 


T-^- 


..jT. 


^ 


>fe. 


.r. 


TV'""' 


\- 


r 


T 


■^-■r-f 


-^    ^ 


-^-,- 


■-1 ^ 


INITIAL    HOOK   WORD-SIGNS  109 


WRITING  EXERCISE 

185.  The  following  sentences  and  letter  to  be  written, 
corrected,  and  then  rewritten  ten  times: 

1.  The  month  of  August  is  usually  very  'ixnirm   in-this 

PART  (of  the)  country. 

2.  He   PLACES   no   treasure  in-TRIFLES,  but  INVESTS  his 

MONEY  in  things  valuABLE. 

3.  The    principal    and-PREACHER,    each    spoke    to-the 

people  on-the  subject  of  "Rei'orm." 

4.  Your  favor  (of  the)  13th  was  received  a.-week  ago. 

5.  Judge   Moore   refused    (to)   hear-the   pica    (of   the) 

people  (of  the)  humble  parish. 

(No.  12,  37  Words) 
Dear  Sir: 

We-are  in-receipt  (Ner-iss-T^)  of-your  favor  of 
May  13,  and-iN-REPLY  {Ket-Ner-PeP-)  thereto,  beg  (to) 
say  that  our  people  are  very  likely  to  call  on-you  during 
their  stay  in-the  city. 

Yours-respectfuUy, 


LESSON  TWENTY-FIVE 

ISS  PREFIXED  TO  THE  Z.-HOOK 

186.  Iss  is  prefixed  to  the  L-hook  by  writing  it  distinctly 
within  the  hook.  When  spoken  of  as  a  class  these  combi- 
nations may  be  called  the  iss-Pel  signs.  Copy  the  follow- 
ing table  ten  times: 

...A .\ r_ r. A ./^. .^. ^- 

sPl        sBl        sTl       sDl  sChl        sjl  sKl         sGl 

iss-Pel   iss-Bel  iss-Tel  iss-Del    iss-Chel    iss-Jel      iss-Kel    iss-Gel 

L_-..X ( C ^. e^.......G::s......<^... 

sFl        sVl       sThl     sTHl        sShl         sRl         sMl         sNl 
iss-Fel  iss-Vel      iss-         iss-       iss-Shel     iss-Rel    iss-Mel    iss-JVel 
Thel       THel 

187.  As  iss  is  always  read  first  when  it  occurs  at  the 
beginning  of  a  stroke,  section  79,  a  vowel  that  is  placed 
before  an  iss-Pel  or  iss-Per  sign  is  read  after  the  circle 
and  before  the  stroke  by  which  it  is  placed. 

i :t r ^ ;'^ 

settle  settled  sickle  satchel  civil 

iss-Tel'     iss-Teld'       iss-KeV      iss-ClieV         iss-Vel' 

188.  Iss  may  be  joined  to  an  L-hook  in  the  middle  of 
words,  but  the  formation  is  sometimes  imperfect. 


^ - (.■ 


taxable  visible  display 

T'-K- iss-Bel  Vees'-Bel  Dees'- Pel 

no 


ISS  PREFIXED   TO   THE   Z-HOOK  m 


ISS,  SEZ,  AND  ST  EH  Prefixed  to  the  R-hook. 

189.  Iss  is  prefixed  to  the  7?-hook  on  a  straight  stroke  by 
making  the  hook  into  a  small  circle,  and  to  the  i?-hook  on 
a  curved  stroke  by  writing  it  distinctly  within  the  hook. 
When  spoken  of  as  a  class  these  combinations  may  be 
called  the  iss-Per  signs.  Copy  the  following  table  ten 
times: 

......\ ^ 1 1 z / -.^_ ^^.... 

sPr         sBr         sTr        sDr      sChr        sjr  sKr  sGr 

Sper      iss-Ber     Ster    iss-Der  iss- Cher  iss-Jer      Sker         iss-Ger 

.....!^........^.......l 1....J......J ^ .^.... 

sFr  sVr      sThr    sTHr    sShr    sZhl  sMr  sNr 

iss-Fer      iss-Ver     iss-         iss-        iss-       iss-         iss-Mer      iss-Ner 
Ther      THer     Sher     Zher 

190.  Making  an  i?-hook  on  a  straight  stroke  into  a  large 
circle,  prefixes  sez;  into  a  small  loop,  steh. 


1 


'\ 


sister  stopper  sticker 

Sez-Ter'  Steh- Per'  Steh-Ker' 

191.  The  i?-hook,  between  two  straight  strokes  extend- 
ing in  the  same  direction,  may  be  made  into  iss  or  sez. 
In  all  other  cases  iss  must  be  written  distinctly  within  the 
hook. 


prosper  destroy  disaster  extreme 

Per'-iss-Per      D'-Ster       D'-sez-Ter    Kays-Ter'-31 


112  LESSON     TWENTY-FIVE 

192.  R  may  be  omitted  between  two  strokes  when  iss 
cannot  be  joined  in  accordance  with  Section  191. 


describe  subscribe 

D'-Skay-B  Iss-B-Skay-B 


TO  THE  LEARNER 

193.  You  were  told  in  the  first  lesson  to  thoroughly 
memorize  ihc  alphaljct.  The  alphabet  is  like  the  founda- 
tion of  a  house;  upon  it  everything  is  built.  Whatever  the 
abbreviating  principle  may  l)e,  whether  a  circle,  loop,  or 
hook,  it  is  attached  to  the  same  old  alphabet  that  you 
learned  in  Lesson  One.  You  will  now  readily  under- 
stand the  necessity  of  being  able  to  write  quickly  any  new 
combination  or  modification  of  the  consonant  strokes. 
This  is  the  material  with  which  we  build  up  shorhand. 
We  may  know  and  be  al)le  to  tell  how  to  make  use  of  the 
material,  but  this  is  quite  a  different  thing  from  putting 
into  practice  what  we  know.  There  must  be  no  slighting 
of  the  amount  of  writing  to  be  done.  Copy  every  table  and 
exercise  the  designated  number  of  times.  Following  the 
directions  given  in  each  lesson  insures  success.  Learn 
the  principles  thoroughly.  Do  not  slight  any  part  of  your 
work.  Do  not  get  discouraged,  but  work  away.  What 
thousands  of  others  have  done,  even  without  a  teacher, 
you  can  do.  Your  motto  should  be:  practice!  practice!! 
PRACTICE  I ! ! 


ISS  PREFIXED   TO   THE   Z-IIOGK 


II' 


READING  EXERCISE 

(50  Words) 

194.  Practice  the  following  exercise  until  it  can  be  read 
and  written  correctly  and  without  hesitation: 


WRITING  EXERCISE 

195.  The  following  exercise  to  be  written,  corrected,  and 
then  rewritten  ten  times: 


1.  settle 

2.  settled 

3.  saddle 

4.  saddled 

5.  cycle 

6.  sickly 

7.  disclose  " 

8.  discloses 


9.  disclosed 

10.  supposable 

11.  peaceably 

12.  feasible 

13.  blissful 

14.  exclaim 

15.  sachel 

16.  scramble 


17.  cedar 

18.  solder 

19.  soldered 

20.  secret 

21.  seclude 

22.  strayed 

23.  street 

24.  spread 


114 


LESSON    TWENTY -FIVE 


25.  spruce 

26.  supper 

27.  sicker 

28.  stretcher 

29.  safer 

30.  sinner 

31.  scream 

32.  scrape 
33-  struggle 


34.  prospered 

35.  tapestry 

36.  listener 

37.  prisoner 

38.  stagger 

39.  scratch 

40.  secrecy 

41.  stream 

42.  scraper 


Omit  R: 

43.  descry 

44.  described 

45.  subscribed 

46.  subscriber 

47.  proscribe 

48.  proscribed 

49.  prescribe 

50.  prescribed 


REVIEW  QUESTIONS.— Lesson  Twenty-five 

1.  Describe  the  joining  of  iss  to  the  L-hook. 

2.  Describe  the  joining  of  iss,  sez,  and  sieh  to  the  i?-hook  on  straight 

strokes  at  the  beginning  of  words. 

3.  Describe  the  joining  of  iss  to  the  i?-hook  on  curved  strokes. 

4.  Describe  the  joining  of  iss  to  the  i?-hook  between  two  strokes. 

5.  How  is  a  vowel  read  when  placed  before  an  L  or  i?-hook  group 

with  iss  prcfi.xed  ? 


LESSON  TWENTY-SIX 

BACK  HOOK;  L  AND  i?-HOOKS  ENLARGED 

ZjV-Hook 

196.  The  syllables  in,  en,  un,  and  sometimes  on,  and 
the  word  in,  may  be  expressed  by  a  small  back  hook, 
called  the  in-hook.     It  is  joined  as  follows: 

To  the  straight  line  iss-Per  signs, 
To  iss-Tel,  iss-Del,  and  iss-Vel,  and 
To  iss  joined  to  Lay,  R,  M,  and  Way. 

......1 r. ^ 5 _...^ 

instruct         unsettle  enslave       onslaught  in  same 

in-Ster- Ket   in-iss      in-Slau—V    in-Slet'      in-iss-M' 
Tel' 


Ler  and  Rel-Hooks 

197.  Enlarging  the  small  L-hook  adds  the  sound  of  r, 
and  is  called  the  Ler-hook.  Enlarging  the  i?-hook  adds 
the  sound  of  /,  and  is  called  the  Rel-hodk.  The  combi- 
nations thus  formed,  when  spoken  of  as  a  class,  are  called 
the  Pier  and  Prel  signs.  The  following  complete  table 
of  Pier  and  Prel  signs  should  be  copied  ten  times: 


^ 

.  ^     r  ..  L......./2......./2. 

Pier 
Kler 

Bier         Tier         Dler       Chler        Jler 

..c_ .L.......L......X.......X......_c^.._ 

Gler        Fler       Vler      Thler     THler    Shier 

"5 


Il6  LESSON  TWENTY-SIX 

.....^......^ 1 .1 .Z 2 _cr.___...c^..„ 

Prel      Brel     Trel      Drel   Chrel     Jrel       Krel      Grel 
or  Perl     Berl     Terl      Deri   Cherl     Jerl        Kerl     Gerl 

Frel     Vrel    Threl  THrel   Slirel   Zhrel      Mrel     Nrel 
or  Ferl     Verl    Therl  THerl  Sherl    Zherl      Merl     Nerl 

Vocalization 
198.  A  vowel  written  before  a  Pier  or  Prel  sign  is  read 
first.     If  written  after  such  sign  it  is  read  before  the  r  ox  I 
added  by  the  enlargement;    that  is,  the  r  or  /  is  read  last. 

k. c;. :x.. ..^  ^:. 

abler  glare  April  trials 

Bler^  Gler-  Prel^  Trels' 


READING  EXERCISE 

(50  Words) 

199.  The  following  exercise  is  to  be  read  and  written 
ten  times: 


1 


4^ 

5.-.C 

6...n- 


BACK  HOOK;    L  AND    i?-HOOKS  ENLARGED     117 


WRITING  EXERCISE 

200.  The  following  exercise  is  to  be  written,  corrected, 
and  then  rewritten  ten  times: 


1.  ensober 

2.  ensobered 

3.  unstrung 

4.  unscrew 

5.  unsuppressed 

6.  insuperable 

7.  unsettled 

8.  unsaddle 

9.  unsaddled 

10.  enslaved 

11.  insoluble 

12.  unsurmised 

13.  unswayable 

14.  unsolvable 

15.  onslaught 

16.  unsullied 

17.  clergy 


18.  traveler 

19.  gambler 

20.  gobbler 

21.  bachelor 

22.  tolerable 

23.  tolerably 

24.  smuggler 

25.  cobbler 

26.  dabbler 

27.  mackerel 

28.  secular 

29.  clear 

30.  Colorado 

31.  color 

32.  clarify 
Z2,-  bugler 
34.  shingler 


35.  rambler 

36.  tattler 

37.  discolor 

38.  discolored 

39.  declares 

40.  circular 

41.  fiddler 

42.  fumbler 

43.  trial 

44.  trail 

45.  peddler 

46.  thrall 

47.  enthrall 

48.  orchestral 

49.  mineral 

50.  minerals 


REVIEW  QUESTIONS.— Lesson  Twenty-six 

1.  Give  the  names  of  the  three  hooks  introduced  in  this  lesson. 

2.  What  syllables  or  letters  are  expressed  by  them? 

3.  How  are  the  enlarged  hook-groups  named,  and   what  are  they 

called  when  spoken  of  as  a  class? 

4.  How  is  the  /  or  r  added  by  the  enlargement  r-'ad  ? 

5.  How  is  a  vowel  read  when  it  follows  a  stroke  with  an  enlarged 

hook? 


LESSON  TWENTY-SEVEN 
MISCELLANEOUS  INITIAL-HOOK  PRINCIPLES 

All  and  Will,  Are  and  Our,  Added 

201.  All  and  will  may  be  added  by  the  L-hook  to  a  full- 
length  consonant  or  vowel  word-sign,  and  to  the  horizontal 
and-iick. 

[ _____..r f. ^ 

it  will  at  all  they  will  of  all  and  all 

Tel'  Tel-'  Tllef  Pkt'  Klet' 

202.  Are  and  our  may  be  added  by  the  7?-hook  to  a  full- 
length  consonant  or  vowel  word-sign,  and  to  the  horizontal 
and-{\c\.. 

y :.„.:^ 

Ter'  Tiler  Pret'  Kret' 


•■-1- 

at  our  they  are  of  our  and  our 


203.  All  and  ivill  may  be  added  by  enlarging  the  R- 
1.00k,  and  are  and  our  by  enlarging  the  Z-hook,  on  a  full- 
length  consonant  stroke. 


.^ .^. 


-Q. 

there  will  from  all  value  our 

THrel'  Frel'  Vler' 

X18 


MISCELLANEOUS  INITIAL-HOOK  PRINCIPLES    119 

204.  All  or  will  and  are  or  our  may  be  added  by  the 
Ler-hook.  Are  or  our  and  all  or  will  may  be  added  by  the 
Rel-hook. 

^ P ^ 

for  all  are  at  all  our  they  are  all 

Fler'  Tier'  THrel' 

205.  Selves  may  be  added  by  sez  to  word-signs  to  which 
our  has  been  added  by  the  2<-hook. 

.^ 

to  ourselves  by  ourselves 

Fret'- sez  Ber'-sez 


L,  R,  Ler,  and  REL-B.00K  Phrases 

206.  The  following  phrases  should  be  written,  cor- 
rected, and  then  practiced  until  they  can  be  written  from 
dictation,  and  read  back  from  the  phrase-signs  thus  written, 
correctly,  and  without  hesitation: 


I. 

by  all 

14. 

have  all 

27. 

and  will 

2. 

it  will 

15- 

they  will 

28. 

by  our 

3- 

at  all 

16. 

are  all 

29. 

by  ourselves 

4. 

at  all  our 

17- 

know  all 

30- 

at  our 

5- 

do  all 

18. 

in  all 

31- 

do  our 

6. 

had  all 

19. 

of  all 

32. 

which  are 

7- 

each  will 

20. 

to  all 

33- 

if  our 

8. 

which  will 

21. 

all  will 

34- 

for  our 

9- 

much  will 

22., 

but  will 

35- 

for  ourselves 

10. 

if  all 

23- 

on  all 

36. 

from  all 

Il- 

for all 

24. 

should  all 

37- 

they  are 

ia. 

for  all  are 

25 

who  will 

38. 

they  are  all 

13- 

for  all  our 

26. 

and  all 

39- 

there  will 

I20 


LESSON  TWENTY-SEVEN 


40.  in  our  44.  to  ourselves.  48.  who  are 

41.  know  our  45.  all  our  49.  and  our 

42.  of  our  46.  on  our  50.  and  are 

43.  to  our  47.  should  our 

INITIAL-HOOK  NOMENCLATURE   WORDS;    FIFTH  LIST 

(20  Signs;    27  Words) 
207.  Remember  that  the  names  of  the  outlines  for  all 
nomenclature   word-signs   are   the   words    they   represent. 
Write  and  read  the  following  list  ten  times: 


A..Pelt: pelt 

.S..Bef. -bell 


..S>...Bdt:. 


__'^_J 


.S. 


.belt 

^blur 

Blertl blurt 


Bert:. 
Berd. 
Bret:. 


Bert 
.bird 
.Bret 


Bred bred,  bread 


.l....Tred": 


BlerdL .blurred  l..1. Dredt 


...L.DelL 
../l-JelL. 
..^JFell. 
...^..FeltL 


.tell 

dell 

jell 

fell 

felt 


..Si-FlerL flirt 

..^Peri: Pearl 


..Kerr. 

..Gerf. 
\  Fret: 


Fred: 


.tread 

..dread 

_curl 

-gill 

.fret 

.Fred 


Thret: threat 

Tlired: thread 

.Therstl thirst 


MISCELLANEOUS    LNITLVL  HOOK   PRINCIPLES     I2i 


208.  JMISCELLANEOUS  WORD-SIGNS;    EIGHTH    LIST 
(8  Word-signs;   9  W^ords  and  Phrases) 


./TTTb.  Messrs  , Ems-Rays' 

/-  Mrs., Ems-S' 

..C\...    truly, ^Trel' 

.l\>-   express,  surprise, -S/jers' 


spirit,..- iss-Pj(i' 

«^ 

in  order, Nerd' 

P 
.....  till  it,. Telt' 

.p..  until  it, Telt^ 


READING  EXERCISE 


209.  The  following  letter  is  to  be  practiced  until  it  can 
be  read  and  written  accurately  and  without  hesitation: 


(No.  13,  54  Words) 


^-v/- 


..._^. 


c. 


.t^. 


\^ 


^. 


-In. 


■P 


w 


122  LESSON    TWENTY -SEVEN 

WRITING  EXERCISE 

210.  The   following  sentences  should   be  written,   cor- 
rected, and  then  rewritten  ten  times:    ■ 

1.  They-will  surely  be  able-to  (Blet^)  send-us  a.-check 

by-the  last  (of  the)  month. 

2.  We  believe  there-will-be  no  trouble  on-that  score 

in-the  future. 

3.  They-are-all  fully  aware  (of  the)  value  of-his  serv- 

ices. 

4.  They-are    very-sure    to-come    over    in-time    for-the 

address. 

5.  The  proper  thing  for-all  of-us  (to)  do  is  (to)  practice 

each  exercise  many  time5. 

6.  Por-all  we-know  it-will-be  here  in-time  for-the  jail 

TR.\DE. 

7.  It-will-be  impossible  for-all  of-us  to-be  in-the  city 

next  week. 

8.  We-have  received  your  check  for  $8,  for  hill  of  April 

13. 

9.  It-will-be  DISPLAYED  in-our  office  and-in-the  show 

windows  of-all  (of  the)  drug  stores  (of  the)  city. 
10.  In  answer  fto)  your  recent  favor,  we-would  state  that 
we-shall-be  able-to  meet  you  sometime  in  April. 

REVIEW  QUESTIONS.— Lesson  Twenty-seven 

1.  Name  the  words  added  by  the  L-hook. 

2.  Name  the  words  added  by  the  i?-hook. 

3.  Name  the  words  added  by  the  Zer-hook. 

4.  Name  the  words  adcied  by  the  /?e/-hook. 


LESSON  TWENTY-EI(;HT 

FINAL  HOOKS  FOR  F,  V,  AND  TV 

i^'-HOOK 

211.  A  small  final  hook,  joined  on  the  circle  side  of 
straight  and  sometimes  to  curved  strokes,  adds  /  and  v, 
and  is  called  the  i^-hook.  When  this  hook  is  joined  to 
curved  strokes  it  is  made  considerably  longer  than  when 
joined  to  straight  strokes. 

The  following  table,  which  shows  the  mannei  of  joinhig 
the  i^-hook,  and  the  names  of  the  outlines,  should  be 
copied  ten  times: 

.......\„. X I L ......Z... ./  .. 

Pf-v  Bf-v  Tf-v  Df-v  Chf-v  Jf-v 

Pef  Bef  Tef  Def  Chef  Jef 

...... ^....^ z z ...L ...L.... 

Kf-v  Gf-v  Rf-v  Hf-v  Th-v         THf-v 

Kef  Gef         Bef  Hef  Tlief        THef 


N-nooK 

212.  A  small  final  hook,  joined  on  the  circle  or  con- 
rave  side  of  curved,  and  on  the  opposite  to  the  circle  or 
F-hook  side  of  straight  strokes,  adds  n,  and  is  called  the 
A'-hook. 

I2f, 


124  LESSON    TWENTY-EIGHT 

The  following  table,  which  shows  the  manner  of  joining 
the  iV-hook,  and  the  names  of  the  outlines,  should  be 
copied   ten  times: 

...x...:a....-.J_-_...J. z .z....._.....^.... 


Pn  Bn        Tn  Dn         Chn         Jn  Kn         Gn 

Pen       Ben      Ten      Den      Chen     Jen        Ken      Gen 


.....v^. s^__..J L i ). J.......J.... 

Fn         Vn        Thn       THn         Sn  Zn        Shn         Zhn 

Fen      Ven     Then    THen    Es-n      Zen    Shen     Zlien 


Ln        Yn         Rn         Wn      Mn         Nn       Ngn      Rn       Hn 
Len     Yayn    Am     Wayn  Men      Nen   Ing-n    Ren    Hen 


Vocalization 

213.  A  vowel  written  after  a  consonant  stroke  with  an 
F  or  A^-hook  attached,  is  read  after  the  stroke  and  before 
the  hook. 

_x .^^ f! A i  .. 

puff  pin  chief  chain  thieL 

Pef  Pen'  Chef  Chen'  Thef' 

214.  The  F  and  A^-hooks  may  be  used  between  two 

consonant  strokes. 


r^... 


-v.         ^  C 


bravery  province  French  thinness 

Bref'^Ray       Pref'-Ens    Fren- Chay        Then'- Em 


FINAL    HOOKS   FOR   F,    V,   AND    N  125 

215.  If  a  final  vowel  follows  /,  v,  and  n,  the  stroke  and 
not  the  hook  must  be  used.  An  additional  syllable  usually 
calls  for  an  additional  stroke. 

V --^ - 

puffy  tiny  coffee  deny 

P'-F  T'-N  K-F'  D'-N 


ISS,  SEZ,  STEM,  AND  STER,  Joined 

216.  Iss  may  be  attached  to  the  i^-hook,  to  the  A/"-hook 
on  curved  strokes,  and  to  the  iY-hook  between  two  strokes, 
by  making  it  distinctly  within  the  hook. 


.\; .....C 5!... ._..^., 


puffs  chiefs  mines  loans  lonesome 

Pefs''  Chefs'  Mens'  Lens'      Len'-iss-M 

217.  Making  an  iV-hook  on  a  straight  stroke 
Into  a  small  circle,  adds  s  or  z; 
Into  a  large  circle,  two  5  or  z  sounds; 
Into  a  small  loop,  st  or  zd; 
Into  a  large  loop,  str. 

^... ^ -= i :^ 

cleanse  cleanses         cleansed       condensed  Punster 

Klens^         Klen^sez      Klenzd^    coniDenst^    Pen'-stcr 


TO  THE  LEARNER 


218.  In  writing  shorthand,  if  the  word  to  be  written  is 
not  a  word-sign  or  contraction,  it  is  usually  represented 
by  the  full  outline.  Due  care  should  be  taken,  however, 
to  represent  the  word  by  the  outline  that  can  be  most  easily 


126  LESSON  TWENTY-EIGHT 

and  quickly  written,  and  at  the  same  time  is  most  suggestive 
of  the  word  for  which  it  is  used.  The  briefer  sign  for  a 
letter  is  supposed  to  be  used,  when  permissible;  that  is, 
the  circle  for  s,  instead  of  the  stroke,  and  the  hooks  for  w, 
I,  r,  /,  V,  and  n.  It  should  be  borne  in  mind,  however, 
that  these  time-saving  principles  are  nof  invariably  em- 
ployed, but  judgment  must  be  used  and  due  attention  given 
to  angles,  analogy,  syllabication,  etc.  Go  about  the  work 
of  learning  any  new  principle  in  shorthand  as  you  would 
go  about  anything  else,  using  judgment,  reason,  and  draw- 
ing heavily  on  your  stock  of  common  sense.  Thoroughly 
master  every  principle  and  apply  it  in  writing.  The  more 
thoroughly  you  learn  a  thing  the  better  you  will  hke  it. 
and  the  better  you  like  it  the  more  you  will  want  to  learn 
about  it. 

READING  EXERCISE 
(50  Words) 

219.  The  following  exercise  should  be  read  and  copied 
ten  times: 


\......^ L...^ ^ ^.... 

..r:::..±...k.A..l X, 


/    ./•    .^• 


2. 


3 ^....-V^.-^ — -^ --Xi 


\ i ^^-'^--:> > 


.k 


...\3 \^._. 


-S.-\: 


■'^"■"'^" 


FINAL   HOOKS   FOR  F,   V,  AND   N 


127 


WRITING  EXERCISE 

220.  The  following  exercise  should  be  written,  corrected 
and  then  rewritten  ten  times: 

35.  drover 

36.  plenty 

37.  openness 

38.  finish 

39.  finely 

40.  be\'y 

41.  coughs 

42.  stoves 

43.  strives 

44.  violence 

45.  France 

46.  rains 

47.  chance 

48.  chances 

49.  chanced 

50.  spinster 


I. 

beef 

18. 

contrive 

2. 

tough 

19. 

contrived 

3- 

dive 

20. 

pan 

4- 

dived 

21. 

gain 

5- 

calf 

22. 

tan 

6. 

chaff 

23- 

atone 

7- 

rave 

24. 

cone 

8. 

raved 

25- 

fun 

9- 

rove 

26. 

loan 

10. 

skiff 

27. 

ran 

II. 

clef 

28. 

grown 

12. 

gruff 

29. 

mined 

13- 

repave 

3°- 

noon 

14. 

repaved 

31- 

stone 

15. 

brave 

32. 

proved 

16. 

drive 

2>Z- 

approve 

17- 

strive 

34- 

driver 

REVIEW  QUESTIONS.— Lesson  Twenty-eight 

1.  Describe  the  joining  of  the  i^-hook. 

2.  Describe  the  joining  of  the  A''-hook. 

3.  What  are  the  outUnes  formed  by  the  junction  of  the  F-hook 

with  a  consonant  stroke  called  ? 

4.  What  are  the  outlines  formed  by  the  junction  of  the  A/^-hook 

with  a  consonant  stroke  called? 

5.  Describe  the  order  of  reading  a  vocalized  consonant  stroke 

with  an  F  or  iV-hook. 


128  LESSON  TWENTY-EIGHT 

6.  May   the  F  and   AT-hook   be   used    between   two  consonant 

strokes  ? 

7.  How  must/,  V,  and  n  be  represented  when  followed  by  a  final 

vowel? 

8.  Describe  the  joining  of  iss  to  the  i^-hook,  to  the  A''-hook  on 

curved  strokes,  and  to  the  AT-hook  between  two  strokes. 

9.  Describe  the  joining  of  jss  and  sez  to  an  iV-hook  on  a  straight 

stroke. 
10.  Describe  the  joining  of  steh  and  sler  to  an  AT-hook  on  a  straight 
stroke. 


LESSON  TWENTY-NINE 
HOOKS    FOR  SHON  AND   TIV 

Shon 

221.  The  syllable  shon,  variously  spelled,  as  in  motion, 
evasion,  Grecian,  ia.shion,  ocean, .  etc.,  is  represented  in 
two  ways;   that  is, 

A  large  hook,  called  the  Shon-hodk,  and 
A  small  back  hook,  called  the  EsJion-hook. 

222.  The  Shon-hook  is  joined  on  the  circle  side  of 
straight  and  curved  strokes. 


-L 

tenti 
K'-Shon        Pi^Shon  M-Shon      T'-N-Shon 


.^ili -\^,-^- 

caution  option  motion  attention 


223.  The  Eshon-hook  is  joined  to  a  preceding  iss. 

Note  — In   the   word   ocean   the   syllable   shon  contains  the  only 
consonants  in  the  word,  and  should  be  represented  by  Shen. 

.\... ...;v !^ . 

possession       compensation  physician 

Pees'-Eshon  Pens'-Eshon        Efs'-Eshon 

129 


I30 


LESSON  TWENTY-NINE 


TlVE 

224.  The  syllable /we  is  represented  in  two  ways;  that  is, 

By  a  large  hook,  called  the  Tiv-hook,  and 
Bv  Tef, 

225.  The  Tiv-hook  is  joined  on  the  TV-hook  side  of 
straight  strokes.  This  hook  cannot  be  joined  to  curved 
strokes  as  it  would  conflict  with  the  SJwn-hook  on  these 
letters. 

J: ^. 

dative  active  captive 

D  --  Tiv  K'-  Tiv  K-  P '-  Tiv 

226.  Tcf,  T  with  the  7^-hook,  must  be  employed  for  live 
following  curved  strokes  and  following  iss  on  any  stroke. 


yi. 


native  motive 

iV-re/^  3I-Tef  P"!;^!:!, 


Pees'-Tef 


Vocalization 


227.  Sho7t  and  Tiv-hook  outlines  are  vocalized  in  the 
same  manner,  and  the  sounds  represented  by  them  read  in 
the  same  order,  as  are  the  F  and  AT-hook  combinations, 
Section  213. 

notion  Grecian  negative 

N^-Shon  Ger'-Shon  N'-Gay-Tiv 


HOOKS  FOR  SHON  AND  Ti  V 


131 


228.  In  words  requiring  the  use  of  the  EsJion-hodk  there 
is  always  a  vowel  between  the  s,  represented  by  iss,  and 
the  syllable  sJion.  This  vowel,  if  a  first-place,  is  written 
before  the  hook  or  by  the  side  of  it  nearest  the  beginning 
of  the  stroke;  if  second-place,  it  is  written  after  the  hook 
or  by  the  side  of  it  nearest  the  end  of  the  stroke.  A  third- 
place  vowel  very  seldom  occurs  in  words  of  this  class,  and 
if  it  does,  no  difficulty  will  result  from  its  omission. 

opposition  accession  condensation 

Pees'-Eslion  Kays' -Eshon  Con:  Dens'- Eshoti 


ISS  Added 

229.  Iss  may  be  added  to  the  Shon,  Eshon,  and  Tiv 
hooks  by  writing  it  distinctly  within  the  hook. 


v_9 


V. 


notions  physicians  captives 

N'-Shon-iss  Efs'- Eshon -iss  K-P^-Tiv-iss 


Shon  and  Tiv  betv/een  Strokes 

230.  The  Shon,  Eshon,  and  Tiv-hooks  may  be  used  in 
the  middle  of  words. 


v  y 


optional  transitional  effectiveness 

F'- Shon- Lay        Trens'- Eshon -Lay       F^-K-Tive-Ens 


132  LESSON  TWENTY-NINE 

READING  EXERCISE 

(50  Words) 

231.  The  following  exercise  should  be  read  and  written 
ten  times: 

P.  r         ^ 

6. 


.1 ^....1. ^^ a...,..t^....L.....t^., 


WRITING  EXERCISE 

232.  The   following   exercise   should   be   written,   cor- 
rected, and  then  rewritten  ten  times: 

1 .  The  position  is  one  of  trust. 

2.  There- will-be    no    relaxation    of -our    activities 

for-the  SUPPRESSION  of  vice  in-this  section  (of  the) 
city. 

3.  The  decision  (of  the)  committee  was  unjust,  and-we 

CONDEMN  it. 

4.  Passion  and-OPPRESSiON  drive  people  (to)  revolu- 

tion. 


HOOKS   FOR   SHON   AND    TIV  133 

5.  He-is   likely    (to)    bring  an-action   against-the   auc- 

tioneer. 

6.  The  three  Smith  brothers  are  physicians  of  reputa- 

tion and-enjoy  a-LUCRATiVE  practice. 

7.  Your  PROFESSION  is  comparatively  lucrative  as 

compared  (to)  that  of-your  Ijrother  Charles. 

8.  A  study   (of  the)   birds  and-/Iowers  of  ones  native 

country  is  a-FASClNATiNG  occupation. 

9.  There-was  no  reason  for-the  opposition  to-the  motion 

made  by-the  Grecian  auctioneer. 
10.  We   call-the   attention    (of   the)   native   population 
to-the  auction  on  Wednesday  to-be  held  in  con- 
nection with-our  notion  sale. 


REVIEW  QUESTIONS— Lesson  Twenty-nine 

1.  Describe  the  joining  of  the  Eshon-hook. 

2.  Describe  the  joining  of  the  SItoii-hook. 
3    Describe  the  joining  of  the  Tiv-hook. 

4.  When  is  Tef  used  for  the  syllable  live  ? 

5.  Describe  the  vocalization  of  outlines  with  the  Shon,  Eshon 

and  Tiv-hodks,  attached. 


LESSON  THIRT\' 

FINAL  HOOK  WORD-SIGNS;    NINTH  LIST 

(46  Word-signs;  59  Words) 

233.  The  necessity  of  learning  the  word-signs  cannot  be 
over-estimated.  There  is  no  method  of  study  that  will 
obviate  the  necessity  of  a  perfect  familiarity  with  the  word- 
signs  and  contractions,  and  the  learner  should  apply  him- 
self diligently  and  faithfully  to  this  part  of  his  task. 


..-^--  upon, _Pen- 

..V..  happen,. ...Peil^ 

-\--  happiness, ..-Pens^ 

\^      combine 
combination, Ben' 


combined, Bend' 

...V.  been,- .--Ben~ 

..\^-  to  have  been, Ben^ 

..\)..  before,- Bef~ 


_V..  above,-— B'-V 

.--3--  remembrance, Brens" 

.\)_  obj  ection, B~-  Shon 

.-0-.  objective, B^-Tive 

..\)_subjection,.---zss-Z?- (S/io/i 

-  .0  -  subj  ecti  ve , — iss  -B~-  Tive 

— T^-can,  question, Ken~ 

CTT?.  carefully, -Kref^ 

134 


FINAL  HOOK  WORD-SIGNS 


135 


kind, Kent' 


..T^..  account, .Kent' 

--=«P..gave,.... .-..Gef- 

begin-ning, Gen~ 

.Trr^_  begun,  again, Gen- 

began, Gen^ 

I  have, Teft' 

_.L.  whatever, Tef^ 

...L..truthfuMy, Tref~ 

...l_  differ-ent-ence, Def^ 

..]-..  done, De7i- 

...\  ..  down,— -_  Deii^ 

did  not, Dent' 

._<>^-.were  not, Wernt~ 

_c/:..generaMy, Jen~ 


--V- imaglne-ation, Jen' 

gentlemen, JenV 

.of.,  gentleman, Jent" 

_Vo- often,  phonography.  Fen' 
even, Ven' 


( 


.within, THen' 


/—than, THen^ 

.  /:.... alone,  leani, Len' 

.'^--will  not, .Lent^ 

mind, MeJld' 

-i^—amount, Ment^ 

men, J/e?i' 


-  man, Men~ 

opinion, Nen' 

.none,  known,. -Nen* 


136 


LESSON    THIRTY 


FINAL   HOOK   NOMENCLATURE  WORDS 

SIXTH  LIST 

(23  Signs;    29  Words) 

234.  The  names  of  the  outlhies  in  this  as  well  as  id 
other  nomenclature  lists,  are  the  words  represented 
Write  and  read  the  list  ten  times: 

A Dent den 


X..   Def;. 
\..   Ten' 


-deaf 


pen 


_.^-J 


Pent,"-- pent 

Pend,'. penned 


--S.-   Ben,- —Ben 

Bent,". -bent 

Bend" bend 


..-S..J 


Blent,-- blent 

Blend,'-- blend 


—a—    Blends'. -blends 

-J...    Ten-- ....ten 


..J   J 


Tent^-. 
Tendi 


..tent 
..tend 


..J....    Trend" trend 


A Denti. 


-dent 


{Rent  I rent 
Rend',- rend 

'?.... Roi'i wren 

r:>---.Glen-, glen 

=;>— J'eJlf- fen 

.--.^ Fern, fern 

_C THeni then 

C^^—Len'-, Len 

L Lens",- lens 

fLent^.__^ lent 
Lend, lend 

-^rr^ Ment,'. meant 

:>_ Kent, Kent 


FINAL  HOOK  WORD-SIGNS  I37 

READING  EXERCISE 

235.  The  following  letter  should  be  practiced  until  it 
can  be  read  and  written  accurately  and  without  hesitation: 

(No.  14,  90  Words) 

...C \ L .^..-._... <y.... 


7       7 

.....«<:.-.-^-..._--'^ .^-- V-  1.- - 

L..._......l.„.:....:^ :L^.^....i....r:. 


v 


^ 


4.  -^  -/  - 


138  LESSON  THIRTY 

WRITING  EXERCISE 

236.  The    following    exercise    should    be    written,    cor- 
rected, and  then  rewritten  ten  times: 

1.  He-has  promised  (to)  pay-the  principal  within  ten- 

days. 

2.  Every  man  in-town  has  a-right  to-his  opinion. 

3.  He  alone  gave  his  opinion  of  phonography  before-the 

committee. 

4.  They -will  combine  (to)  punish-the  criminal. 

5.  They  ought  to-be  here  before  we  begin-the  trial. 

6.  A-mean   man's   manners  are  generally  as  offensive 

as-his  meanness. 

7.  Our  salesman  will-call  upon  you  within  a-few-days. 

8.  We  enclose  check  for  ten-dollars  in-payment  (of  the) 

lens  you  sent-us  last  week. 

9.  He-says  he-has  given-the  subject  careful  considera- 

tion. 
10.  Hoping   (to)  hear  from-you-again  soon,  we-remain 
very-respectfully-yours. 


LESSON  THIRTY-ONE 

FINAL  HOOK  MISCELLANEOUS  PRINCIPLES 
PHRASING 

Words  Added  by  the  F-hook 

237.  Have,  oj,  if,  ever,  and  jorth  may  be  added  by  the 
i^-hook  to  any  full-length  stroke  and  dash  vowel  word- 
sign,  and  oj  to  the  horizontal  and-t\ck. 

...     .^ L z ...^ 

may  have  or  if  whichever  and  of 

Mcf  Tcft'  Chef'  Keft' 


Words  Added  by  the  iV-HOOK 

238.  Own,  one,  and  than  may  be  added  by  the  A^'-hook 
to  any  full-length  stroke.  Own  may  be  added  by  the 
AT'-hook  to  a  dash  vowel  word-sign  and  the  horizontal 
cnc^-tick  to  which  our  has  been  added  by  the  i?-hook. 

\                        ,             ■                                   ^ 
-i '^ 

by  our  own  at  one  more  than  of  our  own 

Bren'  Ten^  Mern^  Prent' 

239.  Not  may  be  added  by  the  .Y-hook  to  the  word 
signs  for  or  and  but. 


J 

or  not  but  not 

Tent'  Tent' 


139 


f40  LESSON   THIRTY-ONE 

240.  What  and  would  may  be  added  by  the  AT-hook  to 
the  word-signs  for  of,  all,  to,  and  the  horizontal  and-tick. 
This  hook  may  be  made  into  a  small  circle  to  add  is,  his, 
as,  and  has. 


:i ..-o. 

all  would  to  what  and  what  and  would 


Bent'  ;       Pent^  Kent'  Kent' 

241.  Not  may  be  added  by  an  AT'-hook  and  shortening, 
thus  expressing  both  the  n  and  /  in  the  word. 


--J- )o- -  _  _J^-- ^ 

do  not  have  not  it  will  not  we  are  not 

Dent'  Vent'  Tlent'  Wernt' 


READING  EXERCISE 

242.  The  following  letter  should  be  practiced  until  it 
can  be  read  and  written  from  dictation  accurately  and 
without  hesitation: 


(No.  IS,  80  Words) 


y 


c^ 


V   A- 


: r.^. 


r ^7 

° cV" 


FINAL  HOOK  MISCELLANEOUS  PRINCIPLES     141 


v.. 


.9^-.  .S^ 


r 


T 


6 


-5" 


-i;. 


^u. 


I 


WRITING  EXERCISE 

243.  If  the  principles  involved  in  this  exercise  have  been 
well  mastered,  no  difficulty  need  be  experienced  in  writing 
and  reading  the  phrases  presented.  Write,  correct  the 
errors,  if  any,  and  then  rewrite  the  exercise  ten  times,  or 
until  it  can  be  written  from  dictation  accurately  and  with- 
out hesitation: 


I. 

which  have 

15- 

out  of 

29. 

my  own 

.2. 

which  will  have 

16. 

knov/'  of 

30- 

}'our  own 

3- 

they  have 

17- 

care  of 

31- 

their  own 

4- 

they  will  have 

18. 

all  of 

32. 

by  our  own 

5- 

will  have 

19. 

and  of 

?>?>■ 

to  our  own 

6. 

we  will  have 

20. 

or  if 

34- 

at  our  own 

7. 

may  have 

21. 

but  if 

35- 

and  our  owi 

8. 

we  may  have 

22. 

whichever 

36. 

at  one 

9- 

shall  have 

23- 

whoever 

37- 

at  once 

10. 

we  shall  have 

24. 

go  forth 

38. 

if  one 

II. 

who  have 

25- 

set  forth 

39- 

for  one 

12. 

to  have 

26. 

call  forth 

40. 

each  one 

13- 

should  have 

27. 

our  own 

41. 

which  one 

14. 

all  have 

2S. 

of  our  own 

42. 

any  one 

142 


LESSON     THIRTY -ONE 


43.  no  one 

44.  use  one 

45.  April  one 

46.  May  one 

47.  July  one 

48.  October  one 

49.  more  than 
50. '  sooner  than 

51.  or  not 

52.  but  not 

53.  am  not 


54.  may  not 

55.  we  may  not 

56.  have  not 

57.  we  have  not 
we  will  not 
which  will  not 
do  not 

61.  we  do  not 

62.  had  not 

63.  we  had  not 

64.  was  not 


58. 

59- 
60. 


65.  are  not 

66.  we  are  not 

67.  if  not 

68.  all  would 

69.  of  what 

70.  to  what 

71.  and  what 

72.  and  would 

73.  and  what  has 

74.  to  what  has 

75.  and  what  is 


REVIEW  QUESTIONS.— Lesson  Thirty-one 

1.  What  words  are  added  by  the  i^-hook,  and  to  what  are  they 

added  ? 

2.  What  words  are  added  by  the  A^'-hook,  and  to  -vhat  are  they 

added  ? 

3.  What  word  is  added  by  an  A''-hook  and  shortening? 

4.  How,  and  to  what,  are  the  words  what  and  would  added  in  this 

lesson  ? 

5.  How  may  is,  his,  as,  and  has  be  added  to  what  and  would,  as 

above  ? 


LESSON  THIRTY-TWO 
LENGTHENING 

244.  Another  important  modification  of  consonant 
strokes  is  that  of  lengthening;  that  is,  making  a  full-length 
stroke  double  its  usual  length.  These  signs  are  named  by 
adding  to  the  stroke  lengthened,  the  syllable  added  by 
lengthening. 

245.  Lengthening  Ing,  adds  hr  and  gr  or  the  syllables 
ker  and  ger. 


sinker  linger 

iss  -Inker '  Lay  -  Incjer 


246.  Lengthening  Emp  or  Emh  adds  er. 

^^  _  _  _ _  _  v-s_ 

timber  romper 

T '-Ember  M'-Emper 


247.  Lengthening  any  other  stroke  adds  ir,  dr,  and  thr, 
or  the  syllables  ter,  der,  ther,  and  THer. 


letter  winder  mutter  scatter 

Layter^  Wender'  Emter-         iss-Kayter 

143 


144  LESSON    THIRTY-TWO 

The  writer,  however,  must  use  judgment  as  to  what 
extent  he  should  apply  this  principle  to  straight  strokes,  as 
this  sign,  made  double  length,  is  the  same  whether  it  adds 
tr,  dr,  thr,  or  repeats  the  consonant.  Bear  in  mind  the 
context  will  always  determine  the  letter,  syllable,  or  word 
when  more  than  one  may  be  represented,  no  matter  what 
principle  is  involved. 


Vocalization 

248.  Double-length  strokes  are  vocalized  the  same  as 
the  full  and  half  lengths;  that  is,  first-place  vowels  and 
diphthongs  are  written  at  the  beginning  of  the  stroke; 
second -place  vowels,  at  the  middle;  third-place  vowels 
and  diphthongs,  at  the  end.  See  examples  in  above  sec- 
tion. 


Order  of  Reading 

249.  The  sounds  denoted  by  lengthening  are  read  after 
the  vowel  that  follows  the  stroke,  and  before  a  final  hook, 
circle  or  loop. 

If  a  final  vowel  follows  the  sounds  to  be  represented, 
the  stroke  and  the  i?-hook,  representing  these  sounds,  must 
be  used. 


modern  mutters  angry  entry 

Emdern'  Emters^  Ing^-Ger  N-Ter'' 


LENGTHENINa  145 


Position'  of  Outlines 


250.  Begin  to  write  a  double-length  stroke  at  the  same 
point,  with  reference  to  the  line  of  writing,  that  a  full- 
length  stroke  should  begin,  for  the  same  position. 


First  position: X^ 


Second  position:. V _V..._J; ^\^..^.^. L-..J.-..,cTy^..^^^:zr^^ 

Third  position:.__\^._jL. '^::::::>^.-.^.^^....^...-L 

MISCELLANEOUS  PRINCIPLES;   PHRASING 

251.  A  full-length  stroke,  without  a  final  hook,  circle 
or  loop,  may  be  lengthened  to  add  their,  there,  they  are, 
and  other. 


^^ 


in  their  have  there  if  they  are     several  other 

Enther'  Veether^  Efther'       iss-Veether^ 

•252.  Own,  one,  and  not  may  be  added  by  an  A^'-hook  tc 
a  double-length  sim. 


if  their  own  any  other  one  had  J  there  not 

Efthern'  Entliern'  Deetherji^ 


146 


LESSON    THIRTY-TWO 


253.  DOUBLE-LENGTH  WORD-SIGNS;    TENTH  LIST 
(8  Word-signs;  10  Words) 


neither,  entire,  Enter' 
no  other    Enther' 


another,..- -Enther^ 

.  matter. Emter~ 


.-T^.. rather,- -Arther' 

-TT^-.. whether, Wayther" 

-(- the  other, THether~ 

!\T\  ..farther,  furtlier,  Ferther 


254.    DOUBLE-LENGTH  NOMENCLATURE  WORD-SIGNS 

SEVENTH  LIST 

(5  Word-signs;   5  Words) 


-  Layter^l- later 

-Enter  f- .enter 

-Merder-- murder 


-Ester  f- Esther 

-Arther,^- -x\rthur 


READING  EXERCISE 

255.  The  following  words  and  sentences  should  be 
practiced  until  they  can  be  read  and  written  accurately 
and  witliout  hesitation: 


LENGTHENING 
(50  Words) 


14: 


I 


:6. 


-h-. 


> 


.:^., 


A 


i- 


~7 


6,...^ >; 


^ 


148 


LESSON  THIRTY-TWO 


WRITING  EXERCISE 


256.  Write   the   following   words,    phrases,    and   letter, 
correct,  and  then  rewrite  the  whole  ten  times: 


I.  ladder 

10.  anchor 

18.  diameter 

2.  lantern 

II.  stronger 

19.  smother 

3.  shutter 

12.  slander 

20.  smatter 

4.  shutters 

13.  defaulter 

21.  scatters 

5.  shudder 

14.  temper 

22.  alter 

6.  lumber 

15.  mother 

23.  alteration 

7.  jumper 

16.  mutter 

24.  alternate 

8.  thinker 

17.  leather 

25.  entries 

9.  winker 

Phrases 

I. 

are  there 

10. 

had  there 

18. 

while  they  are  not 

2. 

know  their 

II. 

to  be  there 

19. 

one  other 

3- 

no  other  one 

12. 

if  their 

20. 

one  other  one 

4- 

any  other 

13- 

for  their 

21. 

represent  their 

5- 

any  other  one 

14. 

for  they  are 

22. 

represent  their  own 

6. 

from  their  own 

15- 

will  there 

23- 

whenever  they  are 

7- 

by  their 

16. 

will  there  not 

24. 

through  their 

8. 

out  there 

^7 

may  there  not 

25- 

was  there  not 

9- 

do  their 

LENGTHENING  149 


(No.  16,   113  Words) 

Mr.  Walter  H.  Anderson, 

Waterloo,  New  York, 
Dear  Sir: 

We-are  \r\-receipt  of-your  esteemed  order  (of  the)  21st 
for-one  carload  of  hardwood  flooriNG,  1  in.  by  4  in. 
by  14  and  16  //.  We-have-5e»/-the  order  to-the  niil!  and- 
will  GET  it  out  early  next  week. 

Since  sending  you-the  last  car  of  lumber  there-has-been 
a-ait  in-FREiGHT  of  $1.00  per  thousand.  We-will  give-you- 
the  BENEFIT  (of  the)  reduction  in-this  ^///^ment  we-are 
now  getting  out  for-you. 

Thank/^o'-you  for  past  favors,  and-hop/«^  (to)  receive 
your-ORDERS  in-the  future,  we-are 

Yours  truly 

Mountain  Lumber  Co. 


REVIEW  QUESTIONS.— Lesson  Thirty-two 

1.  Lengthening  I}ig  adds  what  two  syllables? 

2.  LengtJiening  Emp  or  Emb  adds  what  syllable? 

3.  Lengthening  any  other  stroke  adds  what  syllables? 

4.  If  a  final  vowel  follows  the   letters  ordinarily  expressed  by 

lengthening,  how  are  they  written? 

5.  Describe  the  first  position  of  double-length  strokes. 

6.  Describe  the  second  position. 

7.  Describe  the  third  position. 

8.  Name  the  order  of  reading  the  sounds  expressed  by  the  double- 

length  outline. 

9.  What  words  are  added  by  lengthening  ? 

10.  What  words  are  added  to  double-length  signs  by  the  iV-hook? 


LESSON  THIRTY-THREE 


CONTRACTIONS;   SECOND  LIST 
(28  Contraction-signs;  37  Words) 

257.  Contractions,    like    the    word-signs,    must    l)e    so 
thoroughly  memorized  that  they  can  be  written  with  the 
rapidity  of  syieech,  and  the  ability   to  do   this   is  accom- 
plished by  writing  the  words  again  and  again,  either  sepa 
rately  or  in  sentences. 

SUGGESTIVE  HELPS 

258.  In  the  following  list  of  contractions,  afterward^ 
forivard,  and  onward,  are  represented  by  affixing  the  word- 
sign  for  word  to  the  word-signs  for  ajter,  for,  and  on. 
Affix  K  and  Ray  to  the  word-sign  for  phonography,  for 
phonographic  and  phonographer;  Bel  to  the  word-sign  for 
remark,  for  remarkable;  SJion  and  Tiv  to  the  word-sign 
for  represent,  for  representation  and  representative;  shorten 
/  in  acknowledge  to  form  the  past  tense  acknowledged. 


—V-j/ afterward, Fet'-  Werd        ./_. \l .represent ation.^iJaj/'-Pees'ion 


K.- 


—-forward, F'-  Werd 


-onward, Ret  -Werd 


V 


.phonographic,. .  Fell'-  K 


. phonographer, -i^cH'-TJa  2/ 


N— remarkable, —  Mer  -  Bel " 


^ 


-lY intell 


.representative,   Ray"- Pcetive 
.acknowledged,..  K-  Jed ' 
.anticipatc-ed, ,..£)(?-  iss-Pci 
Si\b\c-y,....Ent-J-Bel 


.innuential, N-Shel 


SECOND    LIST  OF    CONTRACTlOiN? 


15^ 


N-V'-iss- 
investigation, Eshon 


acquaint-ed-  , 
ance, K- Net 


V— capable-ility,--.  .K'-BeZ  * 


nP  . 


inconsistent, N-sez-Tent' 


indiscriminate-  ^ 

lion, End  -iss-K 


b mdispensable-y.^iirf-iss-Pens 

.d/ intelligence, Ent-  Jens" 

.^. intelligent, Ent-Jent" 


.  interest, .Eut-iss-T' 


u 

!-._.. 


Ter--!ss-K- 
transcript, Pet 


ransgress, Ter-iss-Gciys 


M-N-iss-K- 
^  manuscript, Pet" 


.praciicable-iIity,Per'-ifet 


.\- probable-ility,--- Per  -B 

-^ understood, End-  iss-Ted 

.^_ understand, End-iss'Tend 


READING  EXERCISE 

259.  Practice  the  following  letter  until  it  can  be  read 
and  written  accurately  and  without  hesitation* 


.k. 


(No.  1 7,  90  Words) 


,L...i...:L....C: k. 


.^.. 


L 


.s^^.. 


..ci;...!..;^ ' L. 


'^ 


......1 


WRITING  EXERCISE 

260.  The  following  sentences   should  be  written,   cor- 
rected, and  then  rewritten  ten  times: 

1.  The  truth  (of  the)  entire  matter  was  acknowledged 

afterward  by-the  representative. 

2.  He-understood-the    practicability    (of    the)    suljjecl 

which-was  up  for  investigation. 

3.  I-understand    that    he-will    pay-\he.    principal    and- 

interest  within  ien-days. 

4.  No-one  DOUBXS-the  man's  capability. 

5.  We-do-not  question-the  gentleman's  intelligence. 

6.  The   probability   is   that   an-indiscriminate   use    (of 

the)  manuscript  is  practicable. 

7.  The  man  who-is  making-the  investigation  is  influen- 

tial, intelligent,  capable,  and-a  remarkable  pho- 
nographer. 

8.  Another    intelligible    transcript,    whicli-will    greatLY 

interest-the  phonographic   representation,   will  go 
forward  within  Vi-iew-days. 

9.  It-is  inconsistent  for-him  (to)  further  transgress-the 

laws,  which-are  indispensable  to-the  highESX  good 
(of  the)  people. 
10.  Whether  your  time  calb  you  (to)  live  or  die,  do  both 
like  ^-prince. 


LESSON  THIRTY-FOUR 

PREFIXES 

261.  In  the  preceding  lessons  is  presented  the  different 
modifications  of  the  consonant  alphabet;  that  is,  circles 
and  loops,  initial  and  final  hooks,  shortening,  lengthening, 
etc.  In  this  lesson  some  of  these  forms  are  used  to  repre- 
sent the  frequently  occurring  prefixes. 

262.  Circtim  and  self  are  expressed  by  iss  written  in  any 
position  before  the  remaining  part  of  the  word. 


circumspect  self-respect 

iss :  Sj^ee "-  Ket  iss :  Ray--  Sjxe 

263.  Contra,  contro,  and  counter  are  expressed  by  a 
short  dash  written  in  any  position  and  at  right  angles  tc 
the  first  stroke  of  the  remaining  part  of  the  word. 

\  "^ 

1^^ 

contraband  controvert  counteract 

diet : Bend '         Cliet ;  Vert '  Tet :  Ket^ 


264.  For  and  jore  are  expressed  by  F  on  the  line  and 
joined  to  or  written  near  the  remaining  part  of  the  word. 


■¥ 


k^. 


forsooth  foreknowledge 

F'-iss-Ith  F:N-J' 


153 


154 


LESSON    THIRTY-FOUR 


265.  Intro,  inter,  and  enter  are  expressed  by  Net  written 
in  any  position  before  the  remaining  part  of  the  word. 


-b- 


1- 


introduce  interpose  entertain 

Net :  Decs '  Net :  Pees '  Net ;  Ten '' 


266.  Magna  and  magni  are  expressed  by  M  written  in 
any  position  and  partly  over  the  first  stroke  of  the  remain- 
ing part  of  the  word. 


magnanimous  magnitude 

M:N'-M-iss  M:Ted^ 


267.  Accom  is  expressed  by  writing  a  heavy  dot  at  the 
beginning  of  the  remaining  part  of  the  word.  (See  Section 
129.) 


-b- - :>. 


accommodation  accomplish 

accom :  D ~- Shoii  accom  :  Pel '- Ish 


268.  Con,  com,  and  cog  are  expressed  by  a  light  dot, 
called  the  con-doi,  written  at  the  beginning  of  the  remain- 
ing part  of  the  word.     (See  Section  129.) 

k. !s 1 

convey  complain  cognate 

con  ;  V '  com :  Plen^  cog  .•  NeV 


PREFIXES 


General  Principle 


155 


269.  Wlien  con,  com,  and  cog,  as  a  part  of  a  prefix, 
occur  in  the  middle  of  words,  as  in  misf(?//duct,  incompetent, 
into^ito,  etc.,  the  outline  for  the  part  of  the  prefix  pre- 
ceding C071,  com,  and  cog,  may  be  written  in  the  place  of 
the  con-dot,  or  as  nearly  in  its  place  as  convenient,  thus 
expressing  the  first  part  of  the  prefix  and  implying  con, 
com,  and  cog.  This  principle  applies  to  the  prefixes  pre- 
sented in  the  following  table: 


PREFIX        pIe^f^X  nomenclature 

I  miscon....(£'ms) misco?lduct, Ems  :  D'-Ket 

[^misc'om..-(£'wis) --^^ misc07)ipute, Ems  :Pet^ 

incon (N) incojzstant,.. N':  Stent' 

incom (N') incowjplete, N'lPlet' 

^  incog (iV') - J incogfnito, N':N-T' 

neon (N') -w; unco?iscious, N':Ish-iss 


uncom.__.(iV') j-,^ unco7Jipressed, N':  Pcr-steh 

uniecon ..{Ner)-,..,^.\ unre^JO/icilable, iVc'r :  iss-Lay~-Bd 

unrecom.  (A'e/') i^ unrecowtpensed, Ner  :  Peast' 

unrecog...(i\'er).....S-!r^;;»^....unreco(7nized, Ner  :  N  - steh 


156  LESSON   THIRTY -FOUR 

SIGN- 


NOMENCLATURE 


noncon. ...{Nen) J noncontent, Nen:  Tent' 

noncom...(Ae?i) nonco7?i7Uital, Nen:  TeV 

discon (Dees) disconsolate, Dees -.iss- Let' 

.discom-— (Z)ces) .  bl/ disco?nfoit, Dees:F'-Ret 

decom-_..(Z)) I.^nd decompose, D.Pees^ 

X 

recon (Ray^)..^- ..reconcile, Ray^ :  iss- Lay' 

recom {Ray~)..^-\ reco/zipenstd, Ray":  Pens- 


recog {Ray').. ■^}^.— recognize, Ray~:  N-iss 

irrecon.__.(22") .l^! irrecojicilable, R":  iss-Lay-Bel 


Additional  Prefix  Principles 
270.  The  outline  for  an  additional  syllable  may  be  joined 
to  any  prenx-sign  in  this  lesson. 


unforeseen  unmagnified 

N-F':iss-N'  N-M:Fed' 

271.  Con,  com,  and  cog  may  be  expressed  by  writing 
the  outline  for  a  preceding  word  in  the  place  of  the  con-dot. 

c/ _:x^.- 

generally  contend  in  this  connection 

Jen' :  Tend  ~  N-  Tllees  ~ :  Ka  yshon  * 

272.  The  advanced  writer  may  safely  join  many  of  the 
foregoing  prefix-signs  instead  of  disjoining  them.  The 
prefixes  that  best  permit  of  joining  are  as  follows: 


PREFIXES  157 

For,  fore,  inlro,  inter,  enter,  incon,  inconi,  uncon,  nncora, 
recon,  recom,  recog,  and  irrecon. 

W------^^ -f\; ;^ 

foreseen         inconvenient  introduce  interview 

F'-iss-N      N-Ven'-Ent  Net-Dees'  Net-V^ 

273.  Word-signs  may  also  be  used  as  prefixes, and,  with  the 
exception  of  under,  they  retain  their  position  when  joined. 


1 


v-ra 


undertake  almost  forenoon 

End  -  r  ~         Bet'-M-  steh  F  *-  Nen 

READING  EXERC'SE 

(50  Words) 
274.  The  following  exercise  should  be  studied  until  it 
can   be  read  correctly  and  without  hesitation,  and  then 
written  ten  times: 


I  L 


^ _v^ fe=_ „^^^ ^ >^ 

-I                       -ir^         ^-+^          ,1         1.          ^ 
3.-.U5— _.r|^ '}^..—-^. ZZ\..... 


5o.....a.  3  ^• 


o..£v_ 1 y I^j k_ IIC........4.. 

r_,x^„ :P__ _d ./;v5 ^r::r:<N.. 


158 


LESSON   THIRTY-FOUR 


WRITING  EXERCISE 


275.  The  following  exercise  should  be  written,  cor- 
rected, and  then  rewritten  until  the  student  has  become 
thoroughly  familiar  with  the  principles  involved: 


1.  circumlocution 

2.  circumspective 

3.  circumvention 

4.  circumference 

5.  self-willed 

6.  self-knowledge 

7.  controversy 

8.  countermand 

9.  contradistinction 

10.  countermine 

11.  forefinger 

12.  forerunner 

13.  forewarn 

14.  forego 

15.  interrupt 

16.  entertain 

17.  entertained 

18.  interchange 

19.  interfere 

20.  interjacent 

21.  magnanimity 

22.  magnifier 

23.  magnifies 

24.  accomplished 

25.  conveyed 


26.  conveyance 

27.  compensation 

28.  complained 

29.  cognition 

30.  misconstrue 

31.  misconstrued 

32.  incontes(/)able 
2;^.  incompatible 

34.  incommode 

35.  incompressible 

36.  uncontrolled 

37.  uncommitted 

38.  unreconciled 

39.  nonconformist 

40.  noncommissioned 

41.  disconnect 

42.  discommode 

43.  decomposition 

44.  reconvey 

45.  recombine 

46.  recommend 

47.  recommended 

48.  recommendation 

49.  recognized 

50.  although 


PREFIXES 


REVIEW   QUESTIONS.— Lesson  Thirty-four 


159 


1.  How  are  the  prefixes  circum  and  self  expressed  ? 

2.  How  are  the  prefixes  contra,  contro,  and  counter  expressed? 

3.  How  are  the  prefixes /or  d^ndfore  expressed? 

4.  How  are  the  prefixes  intra,  inter,  and  enter  expressed? 

5.  How  are  the  prefixes  magna  and  magni  expressed? 

6.  How  i?  the  prefix  acconi  expressed  ? 

7    How  are  the  prefixes  con,  com,  and  cog  expressed  ? 

8.  When  con,  com,  and  cog  occur  in  the  middle  of  a  word  as 

a  part  of  a  prefix,  how  are  they  expressed  ? 

9.  May  a  word-sign  be  used  as  a  prefix? 

10.  What  other  prefix  principles  are  mentioned  in  this  lesson  f 


LESSON  THIRTY-FIVE 

SUFFIXES 

276.  A  suffix  is  a  syllable  or  syllables  added  or  affixed 
to  the  end  of  a  word.  A  brief  method  of  expressing  suffixes 
is  as  important  to  speed  and  legibiHty  as  are  the  prefixes 
in  the  i)receding  lesson. 

277.  Ingly  may  be  expressed  by  a  disjoined  heav}'  tick, 
Bet  or  Jet. 


knowingly  willingly  seemingly 

IS! ^: Bet  Lai/ :  Det  issM':Jet 


278.  Lessness  is  expressed  by  ses,  written  at  the  end 
of  the  preceding  part  of  the  word. 

^o £...._.. ..^:ci:°...„ 

carelessness  lawlessness  recklessness 

Ker'-.Sez  Lay':Sez  Ray'-K-.Sez 


279.  Bleness,  jiduess,  and  sameness  are  expressed  by  a 
small  circle  written  at  the  end  of  the  preceding  part  of  the 
word. 


teachableness  mournfiilness  irksomeness 

T'-Chaynss  M-Reu'dss  R'-K:iss 

160 


SUFFIXES  l6l 

280.  Ality,  ility,  and  arlty  are  expressed  by  disjoining 
the  consonant  preceding  the  suffix. 

:>^:^ ::^ - \,-- 

formality  instability  popularity 

Fcr'-.M  N-iss-T':B  P^P-.Lcnj 

281.  Ble  and  bJy  are  expressed  by  Bel  or  B,  joined. 

-        ^ ^ ^       - 

remarkably  sensible  fashionable 

Mer-  Bel "  iss  -Ens  --  B  EfsJi  0  n'-B 

282.  For,  fore,  and  Jar  are  expressed  by  F,  joined. 

^ 1:-- 

therefor,  therefore  so  far 

THer'-F  S'-F 

283.  Mental  and  mental ifv  are  expressed  by  ifeuf,  joined 
or  disjoined. 

T 

1<^X «.r3 

instrumental-ity  fundamental 

in  -  Ster  --Ment  Fend  '-.Ment 

284.  Ology  is  expressed  by  J,  joined  or  disjoined. 

y ; - >-.-- 

physiology  theology  zoology 

Efs'-J  Ith'-J  Z'.J 


l62  LESSON   THIRTY-FIVE 

285.  Ship  is  expressed  by  Ish  or  Shay,  joined,  according 
to  convenience. 

--■  -j>; 5- ^; - 

friendship  courtship  lordship 

Frend '-  Ish  Kert  ^-  Ish  Ard '-  Shay 

286.  Soever  is  expressed  by  iss-V,  joined. 

.^ H^ ^ 

wheresoever  whensoever  whosoever 

Wer '-  iss  -V  Wen-iss-V^  Jets  --  V 

287.  In  is  sometimes  expressed  by  an  A^-hook. 

^^ 1 ^ 

herein  therein  wherein 

Aim'  THern-  Wern' 

288.  A  word-sign  may  be  used  as  a  suffix-sign,  jointH  or 
disjoined. 


::^ 1 1 :^. 


> 


herewith         thereafter         hereinafter         hereon  hereafter 

R'-Weh       Ther~-Fet       Arn'-Fet       R'-Rct  R'-Fet 

289.  When  a  suffix  is  represented  by  a  disconnected  full 
or  half-length  stroke,  it  is  an  excellent  practice,  when 
convenient,  to  write  the  suffix-sign  through  the  preceding 
part  of  the  outline,  thus  distinguishing  it  from  the  omission 
of  of  the,  Section  54. 

-^  .... V  ..........1^. .1 _.. 


formality  popularity  nobility  instrumentality 

Fer'-M  P'-P:Lay  N'-.B'  in-Ster' :  Merit 


SUFFIX  KS  163 


TO  THE  LEARNER 

290.  Take  every  opportunity  to  analyze  and  mentally 
outline  words.  Read  an  article  and  note  what  words  are 
word-signs  and  contractions,  at  the  same  time  recalling  the 
sign.  Do  the  same  with  words  to  be  written  in  full,  and 
learn  to  do  it  quickly;  of  course,  the  more  practice  you  get 
in  writing  the  outlines  which  you  form  in  the  mind  the 
sooner  you  will  be  able  to  make  practical  use  of  shorthand. 
Be  regular  in  your  study.  Do  not  let  a  day  pass  without 
giving  some  portion  of  it  to  either  writing  or  reading. 


READING  EXERCISE 

291.  The  following  exercise  should  be  read  and  written 
ten  times: 

(?5  Words) 


1_X^,..__.^. ^__.„^ ^. 

/  o 

2....>\ ....^ ^. ...}...cZ\^ ^......v^^:r?......\.^ 

^^- j»- b ■) -^- '^^ C---^- ■^- 


164  LESSON   THIRTY-FIVE 


WRITING  EXERCISE 


292.  The  following  exercise  should  be  written,  cor- 
rected, and  then  rewritten  ten  times,  or  until  the  principles 
involved  are  thoroughly  mastered: 


I.  amazingly 

14. 

monumental 

2.  boastingly 

15- 

rudi  mental 

3.  thoughtlessness 

16. 

sentimental 

4.  harmlessness 

17- 

phrenology 

5.  faithfulness 

18. 

ownership 

6.  sensibility 

19. 

battleship 

7.  solubility 

20. 

whatsoever  {T--iss-V) 

8.  unsurmountable 

21. 

whomsoever 

9.  mendable 

22. 

thereof 

10.  obtainable 

23- 

forthwith 

II.  heretofore  {Ret--F) 

24. 

clerkship 

12.  complimenta' 

25- 

copartnership 

13.  regimental 

REVIEW  QUESTIONS 

—Lesson  Thirty-five 

I.  What  are  suffixes? 

2    How  is  ingly  expressed  ? 

3.  How  is /e55«e5S  expressed ? 

4.  Hew  are  hleness,  fulness,  and 

sameness  expressed  ? 

5.  How  are  ality,  ility,  and  arity  expressed? 

6.  How  are  ble  and  hly  expressed? 

7.  How  Sixe  for,  fore,  and /ar  ex 

Dressed  ? 

8.  How  are  mental  and  mentality  expressed? 

9.  How  is  ology  expressed? 

10.  How  is  ship  expressed? 

11.  How  is  soever  expressed? 

12.  How  is  in  expressed? 

13.  May  a  word-sign  be  used  as  a  suffix? 

14.  What  advantage  is  sometimes  to  be  gained  by  writing  a  suffix- 

sign  through  the  preceding  part  of  the  outline? 


LESSON  THIRTY-SIX 

OMISSION  OF  CONSONANTS,  VOWELS,  AND 
DIPHTHONGS 

293.  If  the  directions  for  study  and  practice  given  in  the 
preceding  lessons  have  been  faithfully  followed  you  should 
be  able  to  write  any  word  in  the  English  language,  and  with 
the  best  outline  for  that  word.  Rules  have  been  given  for 
the  complete  consonant  expression  of  words  and  the  full 
vocalization  of  the  same,  and  if  you  have  learned  them  as 
thoroughly  as  you  ought,  you  will  have  no  difficulty  in 
writing  any  word  in  the  language.  You  should  be  pos- 
sessed of  such  a  thorough  knowledge  of  the  principles  and 
outlines  as  to  make  the  practice  of  shorthand  writing  easy, 
pleasurable,  and  useful. 

Omission  of  Consonants 

294.  It  is  to  be  remembered  that  in  phonography  silent 
letters  are  omitted.  Consonants,  unimportant  to  the 
legibility  of  the  writing,  may  be  omitted.  Legibility, 
however,  must  not  be  sacrificed  for  the  sake  of  brevity. 
The  full  consonant  outline  is  better  than  a  brief  one  that 
is  illegible. 

295.  P  is  omitted  in  such  words  as: 

U .rzt.^ ^>±^ V::-^...._ 

tempt  exemption  resumption  puml^kin 

T'-Met        Kays~-EmshonR'-iss-Emt,hon   P^-M-Ken 

165 


1 66  LESSON  THIRTY-SIX 

296.  T  is  omitted  when  st  occurs  together  between  two 
strokes,  Section  84. 


custom  testify  lastly 

Kays^-M  Tees'-F  Lays^-Lay 


T  is  also  omitted  in  the  phrase  just-as. 

J. ......J... 

just  just  as 

Jaysf  J'-Sez 


297  Consonants  distinctly  sounded  may  be  omitted 
when  such  omission  prevents  a  difiBcult  outline,  or  when 
the  omission  does  not  endanger  the  legibility  of  the 
writing.     (See  Section  192.) 


■>■ 


..\. 


passenger  explain  tra?isaction 

Pees^-Jer  iss-Plen^     Ter^-iss-Kayshon 


Vowels  and  Diphthongs  Omitted 

298.  As  the  result  of  position  writing  and  the  nomen- 
clature, the  experienced  writer  may,  without  sacrificing 
legibility,  omit  most  of  the  vowels  and  diphthongs.  While 
it  is  expected  that  the  advanced  writer  will  do  this,  it  is 
absolutely  essential  that  he  be  able  to  place  any  of  the 
vowels  and  diphthongs  quickly  and  correctly. 

While  it  is  not  obligatory,  it  is  an  excellent  rule  to  place 


OMISSION  OF  CONSONANTS.   ETC.  167 

as  many  of  the  vowels  and  diphthongs,  when  taking  dicta- 
tion or  reporting,  as  time  will  permit. 

U ...v^....-- ^ .>'. 

domain  broken  rainbow  enjoin 

D'-Men  Ber'-Ken  Rerv-B  N-Jen' 


299.  If  it  is  found  necessary  to  distinguish  words  con- 
taining the  same  consonants,  it  may  be  done  by  difference 
of  outline,  difference  of  position,  or  by  inserting  the  ac- 
cented vowel.     The  latter  method  is  preferable. 

Simmons  Simons 

iss-Mens'  iss-Mens' 


READING  EXERCISE 
(25  Words) 

300.  The  following  words  and  letter  should  be  practiced 
until  they  can  be  written  from  dictation  accurately  and 
without  hesitation: 


i68 


LESSON   THIRTY-SIX 


-- ^---^ \--r--/--- 

-  /-^  ,  ,    \  --  <-^ 

0 J^w^r^ 

__^__'-:_____^_._±__.__x .7A...J .., 

--" ^ -^ -X- ./-..s^y...i...L 

/A.._lS. .„......-C: ^..  / 

6       / 


WRITING  EXERCISE 

301.  The    following   exercise    should    be    written,    cor- 
rected, and  then  rewritten  at  least  ten  times: 


1.  Thorn (/?)son 

2.  exem(p)t 

3.  preem(/>)tion 

4.  prom(/>)t 
5    cram(/>)ed 

6.  lim(/>)ed 

7.  Sam(/7)son 

8.  vas(01y 

9.  (h)ones(l)\y 


10.  domes(/)ic 

11.  a((/)jus(/)able 

12.  tes(/)imony 

13.  tas(/)eless 

14.  contes(/)able 

15.  pos(/)mark 

16.  pries (/)c(;-)aft 

17.  tra(/;)sport 


18.  tra(/?)saction 

19.  tra(«)scend 

20.  instru(r)tion 

21.  restri(c)tion 

22.  husba(w)dman 

23.  messe(«)ger 

24.  ide(«)tical 

25.  explai(«)able 


OMISSION  OF  CONSONANTS,    ETC.  169 

1.  The  passe(»)ger  says  that-the  DESTRu(f)TiON  (of  the) 

TEMPLE  was  complete. 

2.  He-was  very  anxious   (to)  receive  his  exem(/>)tion 

PAPERS  before-the  first  (of  the)  year. 
J.  The    messe(;z)ger    was    iNSTRucT(e(^)    (to)    call-the 
passe(»)ger  at  jour  o'clock  in-the  MO(r)NiNG. 

4.  He-is  ANXIOUS  to-have  you  come  to-the  city  as-soon-as 

convenient. 

5.  They-had   already   promised    (to)    give-us-the   work 

as-soon-as  our  services  were  needed. 


REVIEW  QUESTIONS.— Lesson  Thirty-six 

1.  What  disposition  is  made  of  silent  letters? 

2.  What    is   the   advantage   of   the   omission   of   consonants   and 

vowels  ? 

3.  What  consonants  are  usually  omitted? 

4.  When  are  consonants  that  are  distinctly  sounded  omitted? 

5.  What  principles  add  to  the  legibility  of  the  writing  when  certain 

consonants  and  vowels  are  omitted? 


LESSON  THIRTY-SEVEN 

PHRASE  WRITING 

302.  Shorthand  writers  are  not  agreed  as  to  the  extent 
to  which  phrase  writing  can  be  profitably  carried.  Some 
stenographers  phrase  but  little,  others  a  great  deal.  As 
three  words  can  be  written  together  almost  as  quickly  as 
two  can  be  written  separately,  it  is  evident  that  judicious 
phrase  writing  adds  to  speed.  Phrase  writing,  however, 
must  be  done  in  accordance  with  well  defined  principles. 

General  Rule  for  Phrasing 

303.  Words  which,  grammatically,  constitute  a  phrase 
or  clause  may  be  written  together  in  one  outline,  except: 

(i)  When  the  phrase-sign  would  extend  too  far  above 
or  below  the  line  of  writing. 

(2)  When    the    phrase-sign    would    be    of   inconvenient 

length. 

(3)  When  the  joining  of  the  phrase-sign  would  be  in- 

convenient. 

304.  The  most  common  principles  of  phrasing  are  those 
that  provide  for  the  joining  or  representation,  in  preceding 
lessons,  of  the  following  words: 

(i)  A,  an,  and,  the,  I,  he,  oj  the,  and  to.  Sections  49 
to  55  inclusive,  and  ing  and  o,  an,  and,  and  the, 

Sections  131  and  132. 

170 


PHRASE   WRITING  I71 

(2)  Is,  his,  as,  has,  us,  city,  self,  selves,  and  first,  Sections 

96,  97>  99>  100'  ''^nd  205. 

(3)  We,  witJi,  were,  what,  would,  ye,  year,  yet,  beyond, 

and  you,  Sections  117,  120  to    125  inclusive,  and 
306. 

(4)  //,  what,  had,  and  would.  Sections  162  and  164. 

(5)  In,  Section  196,  and  all,  will,  are,  and  our.  Sections 

201  to  204  inclusive. 

(6)  Have,  of,  ij,  ever,  and  jorth.  Section   237,  and  half. 

Section  313. 

(7)  Own,  one,  than,  not,  what,  and  would.  Sections  238  to 

241  inclusive,  and  one,  than,  and  not,  Section  252. 

(8)  There,  their,  they  are,  and  other.  Sections  251  and 

305- 

Other  Principles  of  Phrasing 

305.  Their,  there,  they  are,  and  other  may  be  joined  by  a 
heavy  tick.  Bet  or  Jet,  to  any  sign  that  cannot  be  lengthened; 
that  is,  to  any  half-length  stroke,  dash  vowel  word-sign, 
horizontal  aw^^-tick,  the  semi-circle  W  and  Y  word-signs, 
and  to  full-length  strokes  ending  with  a  circle  or  hook 


not  there  of  their  with  their  can  there 

Net'- Jed  Pet '-Jed  Weh'-Jed  Ken'- Bed 


306.  We  may  be  prefixed  to  K  and  Gay  like  the  Z-hook. 


we  can  we  cannot  we  give 

weh  -  Ken '  weh  -Kent '  weh  -  Gay ' 


172  LESSON  THIRTY-SEVExN 

307.  The  initial  or  final  hook  of  a  word-sign  may  some- 
times be  omitted,  provided  the  writing  of  the  hook  would 
prevent  the  formation  of  a  desirable  phrase-sign. 


^~T:> 


it  can  only  be  it  has  been  said  human  soul 

T'-K-Nel-B         T'-iss-B-iss-D         2I-iss-Lay 


Words  Implied,  Expressed,  or  Omitted 

308.  The  repetition  of  an  outline  for  the  same  word, 
written  close  together,  implies  the  omission  of  jrom  before 
and  to  between  the  two  outlines. 


(from)  time  (to)  tirne;(from)  day  (to)  day;  (from)  week  (to)  week 
T':T'  D':  D'  wuh  -K':  wuh-K' 


309.  The  repetition  of  an  outline  for  the  same  word, 
written  close  together  and  the  second  a  little  higher  than 
the  first,  implies  the  omission  of  hy. 

- I': ----- ^ - 

day  (by)  day  hour  (by)  hour 

D':D'  R:R' 

310.  The  repetition  of  an  outline  for  the  Same  word, 
written  close  together  and  the  second  a  little  lower  than 
the  first,  implies  the  omission  of  ajter. 

- ii- -I-I --.-- 

time  (after)  time  day  (after)  day  week  (after)  week 

r'.-r*'  D--D^  iL-eek-K' :  week-K~ 


PHRASE  WRITING  I73 

311.  Have  may  be  (,)mitted  preceding  been  and  done. 

......I 


< - -7^ 


shall  (have)  been      shall  (have)  done      cannot  (have)  done 
Ish'-Ben  Ish'-Dcn  Kent -den' 

312.  The  advanced  writer  may  safely  omit  any  word 
that  must  and  naturally  will  be  supplied  to  complete  the 
sense,  the  most  common  of  which  are  iji,  0],  to,  or,  and,  and 
the. 

...„_. _^._ 2 ^...^.^ 

hand  in  hand      word  of  God    according  to  that       more  or  less 
EncV-End        icerd^-Gcd        Kred'-THet  Mer'-Lays 

313.  In  writing  mixed  numbers,  such  as  one  and  a  half, 
three  and  a  half,  six  and  a  half,  etc.,  omit  a  and  express 
Jialf  by  the  F-hook. 

^        ,      '^  ^ 

5U^ I 

one  and  (a)  half      three  and  (a)  half  six  and  (a)  half 

Wen'-  Teft  Tlier '-  K,ft  Skays '-  Teft 

314.  Been  may  be  added  to  the  word-sign  for  have  b}- 
the  A-hook. 

V^_have  been,  Ven^^. 


Position 


315.  The  first  word  of  a  phrase  is  usually  written  in  its 
proper  position,  the  other  words  following  without  regard 
to  position.  The  second  word  governs  the  position  of  a 
phrase  as  follows: 


174  LESSON    THIRTY-SEVEN 

(i)  When  the  first  word  of  a  phrase  belongs  in  the  first 
position,  it  may  be  written  farther  above  or  closer 
to  the  line  of  writing  that  the  second  word  may 
occupy  its  usual  position.  The  observance  of  this 
rule  will  sometimes  permit  the  third  word  to  re- 
main in  its  proper  position. 

--1   ---:-^- :^ -.-^ "-- 

I  had  in  these  in  this  in  those         if  he  may 

Ret-D'       N-THees'  N-THees"'  N-THees'  F-Chet'-M 


(2)  When  as  begins  a  phrase,  the  second  word  may 
retain  its  position  when  the  legibility  of  the  phrase 
depends  more  upon  the  position  of  the  second 
word  than  the  first. 

-A  ^ 4, 

as  much  as  large  as  few 

iss-Chay^  iss-J^  iss-F^ 


(3)  When  the  first  word  is  a,  an,  or  and,  the  second  word 
governs  the  position  of  the  phrase  (Section  49), 
except  when  the  second  word  is  a  or  the,  in  which 
case  the  first  word  retains  its  position. 

--^--- 1- -A.- -.-^..     -.,.... 

and  give  and  do  a  few  a  whole  and  the 

Tet-Gay'      Ket-D"       Ket-F'     Ket-Lay'     Ket'-Chet 

Note. — Phrase   list,  illustrating  the  foregoing  princi])Ies,   Lesson 
Thirty-eight. 


LESSON  THIRTY-EIGHT 

PHRASE  LIST 

(104  Phrases) 

316.  The  following  phrases  are  to  l^e  written  in  accord- 
ance with  the  principles  contained  in  Lesson  Thirty-seven. 
Write  and  read  the  h'st  many  times. 


-•y-.  about  their, Bet^-Jet 

<="{  Kred  - 
-  according  (to)  that,  Thet 


,-\ — after  they  are,- -Eft- Jet 

all  there  is, Bet'- Jets 

_->-_  are  not  there, -^Arnt'- Jet 


as  if,. iss-F' 

.-p...  as  (to)  a,- ...iss^-Tet 

r^—   a  word,- ..Ket-Wei'd' 


by  (and)  by, B'.B' 

--TT^  can  there,- -Ken'-Bet 

--t:^- could  not, Ket~-Net 

..-^-.  could  there, Ked'-Jet 

...dow(n)  there,  ...DectJicr^ 
-->3- express  their,. .-<Sfpers'-<7e^ 


Ket-Werd- 
a  word  (or)  two, --Bet 


-D.._  but  are  not Trent" 


.':\ 


free  (on)  board  Fer'-Berd 

(from)  city  iss-T': 

...    (to)  city- iss-T' 


(from)  hour  ^,,    ^, 

.■^-^  (to)  hour, R'-.R^ 

(from)  house         Hays^ : 
-^?A    (to)  house, Hays^ 


176 


LESSON  THIRTY-EIGHT 


.    (from)  place 

(to)  i>\ace,-..,Pels^:  Pels' 

(from)  town 
(to)  town, Ten^:Ten' 


hand  (in) 
hand, — 


.End^-End 


-\ 


Chet'- 
he  can  be,  -...J{^en-B 

CJid"- 
.  he  cannot  be,- -.Ke/iNS 


-1 


Chet'- 
..  he  can  do, Ken-D 


Chet'- 
..  he  cannot  do,-. Kent -D 

he  has  bee(n)    Chets'- 
there, Beether 


he  is  not           Rets~-Net- 
-/?rt-     there,. Jet 

Chet'-Ems 
>rT>^^he  mus(t)  not, ]Vet 


.\^.-  hope  (to)  have, Pef" 

'\   ,        ,              diet -Ken- 
..\  1  can  be,. B~ 


A.  I 


Chet-Kent- 
cannot  be, B~ 

Chet-Ken- 
can  do,- D' 


Ir 


Chet- 
cannot  6.o,...Kent-D 


I  have  bee(n)   Teft- 
there, Beether^ 


I  have  \.he\x,.jreft'-Bet 

Chef 'Ems - 
I  mus(t)  not, Net 

I  shall  (have)  Ret-Ish^- 
been, Ben 


I  think  it  is      Ret-Thets- 
-h-.        there, Jet 


imagine  they 
--/-  are, Jen'- Jet 

in  receipt, Ner-Stee' 


in  iega.{r)d,. .. .Ner'-  Ged 


^. 


in  reply, Ner-Pel' 


^■.. 


in  response, _.iVer-»S'j3eus' 
in  (the)  c\ty,. _N-Stee' 
in  (the)  house,N-Hays'' 
rrr:.  in  (the)  world,  N-Eld  * 


PHRASE  LIST 


177 


Xi 


in  your  city, — N-Yays- 


»-/k..  it 


is  there, Tees^-Jet 


month  (after)  M-N-Ith' 
~      •  month,,. il/-iV-/f/i^ 


more. (and) 
"s   more, Mer'-Mer 


<rrv/^more  (or)  less, ^Mer'^-Lays 
jwt.  New  York  City.iV'-yaT/s 
on  their, Ret'-Jet 


.^,^<\.  one  (or)  U\o,....Weu''-Bet 


ought  (to)  have,  Je/i' 

over (and) 
above, Ver-Bef^ 

— .\^over  (and)  over, "Fcr'-Fer 

— -^•--  paid  their, Ped^-Jet 


,   ,    .            iss-End- 
.."V--  send  their, Jd 


iss  Eld  - 
A/.,  sent  their, Jet 


^ 


■i- 


shall  (have) 

been, Ish~-Ben 

shall  (have) 

done, Ish'-Den 


^..should  there, Ret'-Jet 

^-^    .                         iss-Ens'- 
since  they  are, Bet 


iss -31- 
.some  (of)  them,.^T'i?ee 

iss-Ner^- 
sooner  (or)  later,  Layter 


.that  there, THet'-Jet 


.that  they  ^xq,... THet'-Jet 


r                           THee'-sez- 
-<fc_this  is  their, Jet 


through   (and)      There- 
through,  Ther 

to  have  bee(n)    Peft'- 
there, BectJier 


W_.to  have  the'ir,^. .Peft^-Bet 
_)._to  their, Pet~-Jet 

L-\A_.t\vo  (or)  thiee,--.Bef*-r/ier 


178 


LESSON  THIRTY-ETGHT 


..>^_  under  their, End^-Jet 

--/)—  upon  ih.e\x,_._Pen"-Bet 
_-\—  used  their, Zed^-Bet 

^~  valued  their,__P7e(Z  -  Jef 

we  are  in        Wer'-Ner- 
_  receipt, Stee 


Well -Ken - 
_we  can  be, B'^ 

Weh-Kent- 
.  we  cannot  be, B~ 

Well- Ken - 
.we  can  do, D^ 

Weh-Kent- 
.we  cannot  do, D^ 

—                      Weli'-Ken- 
.we  can  give, Gay 


.1. 


-we  cannot      Well  -Kent- 
-      give, Gay 

_we  give, Well'-  Gay 

Well-  Gay, 
_we  go, voc. 

_we  mus(t)  no\.,Wein)i'-Net 


.-^-.  were  there, Weli^-Jet 

Wehyeh^- 
.(/..  were  you  there, — Jet 

si                              Willi-  iss- 
.\.what  has  been, Beii' 


what  has  bee(n)  Wuh-iss- 
their, Beetlicr- 


\                             Willi-  iss- 
^  what  is  there, Bet 


i 


we  shall  (have)  Well  -Isli  ■ 
been, Ben 


c                             Wehweh'- 
we  were  there, Jet 


J 


wish  (to)  have,5'7i<?/' 


..with  their, Well'- Jet 

__J..  without  lheh,^THet^-Jet 

.^._  would  there, Willi'-  Bet 

^      year  (after) 

year,... Yell':  Yeh' 


_^^^oumus(t)not,_^:«^];;p«- 


Yuhu'uli- 
n_.  you  were  there, _..jBc^ 


LESSON  THIRTY-NINE 

NUMERAL  WORD-SIGNS 

317.    (30  Word-signs;   30  Words) 


_su^  one, Wen^ 

_._\_.  two,_. Bet' 

three,- Ther ' 

_V^..  four,-.- F'-R 

-^five, F'-V 

a D 

-six, Shays' 

.  >o_  seven, iss  -Ven" 

J..-  eight,— T' 

nine,-, Xen' 

_i.-  ten,_ ....Ten" 

l\^  eleveQ,__„_ Lay'-Ven 


.L.  twelve, Tlef 

rrr^-  thirteen,- .Thvet'-N 

v^.  hundred,- ^nd' 

/....  thousand,- Ith^ 

' N 


million, il/eZ 


billion, BeV 


1 


trillion, TreV 

d...  first, Steli'' 

.?3_  second, SJcc7id^ 

±.  third, Therd'^ 

.fourth, ..F-Ith 

179 


i8o 


LESSON  THIRTY-NINE 


..twenty 
-thirty 
.-forty 
..fifty 


V/ 


3^.. 


sixty 

, seventy 

...eighty 
__jiin.e<y 


318.  WTien  fir  si,  second,  third,  fourth,  etc.,  are  used  in  a 
series,  no  confusion  will  result  from  the  use  of  the  outlines 
for  five,  six,  seven,  etc.,  in  the  place  of  those  for  fijth,  sixth, 
seventh,  etc.  This  is  also  true  when  these  terms  do  not 
appear  in  a  series,  as  the  context  will  readily  determine  the 
word  that  is  represented.  Ith  may  be  added,  however, 
to  the  correct  phonetic  expression  for  these  numerals, 
when  desired. 


\. 


s_ 


1 r. 


^ 


L 


His  was-the  ninth  political  address  delivered  in -(the) 
city  this  year. 


319.    Numeral  Phrases 
(34  Phrase-signs;    34  Phrases) 


Wen'- 
S^^  oneand(a)  half, Teft 

Bet'- 
-V3_  two  and  (a)  half,_.._7vt/^ 

1  Ther'- 
three  and  (a)  iialf,_.Are/f 


F'-R- 


X;^.  four  and  (a)  half,.../ve/f 

F'-V- 
five  and  (a)  half,....T'e/^ 


^  Skays'- 
six  and  (a)  half,,... JTe/^ 


SPECIAL  WORD-SIGNS 


i8i 


p         seven  and      iss-Ven°- 
S^..    (a)  half, .Keft 

L     eight  and 
_    (a)  half, T'-Keft 


nine  and 

(a)  half, Nen'-Keft 


I       ten  and 
-.jj...  (a)  half, Ten'-Teft 

^,      eleven  and    Lay"-  Ven  - 
l\:P  (a)  half, Keft 

p        t\s-elve  and 
.Lf..    (a)  hci\{,-...Tlef'-Keft 

^,  thirteen  and  Thert'-N- 
(a)  half,_..jre/f 


one 
hundred, Wen'^-End 


)        three 
_Jrr-  h  undred,. . . .  JTher '-  End 


SIX 

hundred, SJcays'-End 

p  seven 

JS=>^-!<  hundred, iss-Ven'-End 

-^-^'^      nine 

hundred,....JVe7l  -£^nd 


I 


twelve 
hundred, Tlef  -  End 


1          thirteen         Thert'-N- 
JriCr.huadred, End 


t 


one 
.  thousand, Wen'-Ifh 


two 
thousand, Bet^-  Ith 


five 
.thousand, F-V-Ith 


.?..r.  thousand, Skays  -Ith^ 


._  thousand, Ten"-  Ith 

twelve 
..  thousand, Tlef  "-Ith 


one  hundred    Wen^-End- 
s^r^  thousand, Ith 

three  hundred27ier'^-£'nrf- 
thousand, Ith 


„    ri_six  hundred    Skays -End- 
.TTT-f  thousand,, Jth^ 

yr  twenty 

2L\\' 


yr     thirty 


thousand, SO -Ith 

thirty 
thousand, 30- Ith 

^yf     ninety 

.^i  thousaiid, 90 -Ith 

twenty -eight 


Ith' 


twenty-eignt 
2ZZjliousaadC.....f5; 


+WO  hrmdred  fifty 
2i72iihousand, 250  :  Ith" 


I»2 


LESSON   THIRTY-NINE 


320.  Days  of  the  Week 


....  I- Sunday,. Ass-N-D' 

' L.  Monday, Men-D" 

_J-...Tuesday, Tees^-D 


± 


Weduegday,. Wens-D 


.J..  Thursday, Thers'-D 

..L Friday,. .Fer'- D 

Saturday, Ester" 


321.  Months 

/ 


-^^^  January, J'-N 

^_  February, F^-B 

.^^7-  March,,.. ..M-Chay' 

-.^_  April, Prd' 

-^^zT^.  May,_. _ M' 

..y..  June, Jen^ 


-  July, J'-Lay 

-  August, Gayst' 


i^rn.  September, Spet^-M 

..-\  October, Kei-Ber^ 

.rnAwNovember, N-V" 

-Jt^s- December Dees^-M 


LESSON  FORTY 


BUSINESS    LETTERS 


322.  Practice  the  following  letters  until  they  can  be 
read  and  written  with  ease  and  accuracy.  A  translation 
of  these  letters  follows  under  Section  323. 


Jv;/ 


(No.  19,  193  Words) 


^ 


V       \ 


._U^_„,!\. 


.\. 


-"^- 


^ 


L 


J. 


l- 


^. 


.v.. 


.). 


>. .':::^._j 

A--^-^ ^ -^-^-J 


'---^V- 


V./VO 


-K?- 


o^  0  /v 


.^. 


\       ^ 


.\. 


.\. 


^--- =^- 

183 


_.<e:. 


'=^'^ 


■^^ 


r.. 


1 84  LESSON  FORTY 

...U/--V--!>^.-k,....^....^.r c..y.....^    i 


(No.  20,  92  Words) 

H- - -- - - 


-^------^-/-^-/- 


BUSINESS    LETTERS 


(No.  21,  176  Words) 


A=. 


.-X....j-^....1...\..\^ <^- 

l.^/j ^.....!1. ?.....\ 


_^_ ^ 


■-I i-/--f-y- 


-)■ 


^ /f  -/^ 


(No.  22,  192  Words) 


^-/- 


\ 


i86 


LESSON   FORTY 

i'?....-Y....L..r......\...^. 


"r\'// 


V    "7 


-^■ 


.,...L.1A. 


^ 


:jr\. 


■^- 


-v^- 


-^- 


y 


K 


\       ^ 


V. 


_^.-._-,.._A..-zr/. 


I 


1^ 


■<5_^ 


.:>. 


-V 


L    C. 


r 


.:>-. 


1 


-V 


323.  The  following  letters  appear  in  shortiiand  under 
Section  322: 

(No.  ly,  192  Words) 
Dear-Sir: 

We  appreciate-the   business   we-have-received   from-you 
(from)  time  (to)  time,  but  upon  looking  over  our  records, 


BUSINESS   LETTERS  187 

find  that-\ve-have-not  had-the  pleasure  of  filling  an-order 
recently,  and-are  writing  (to)  inquire  if-you-are-not  at 
present  in-the  market  for  something  in  typewriter  supplies. 
We  trust-the  service  rendered  you  in-(the)-past  has  proven 
so  satisfactory  that-we-are-in  line  for-your  continued 
favors.  If-you-are-not  in  a-position  (to)  place  an-order 
now,  we-would  greatly  appreciate-the  assurance  that-you- 
will  remember  us  as  your  necessities  arise. 

You-are  doubtless  familiar  with-our  full  line  of  supplies, 
but-if-not,  we-shall-be-pleased  (to)  send-you  a-copy  of-our 
latest  catalogue  upon  request.  We-are-in  a-position  (to) 
furnish  you  the  best  goods  at-the  lowest  prices,  and-assure- 
you  that  your-orders,  whether  large  or  small,  will  receive 
our  prompt  and-careful  attention. 

We-have  "Everything  for-the  Stenographer,"  want 
your  business,  and-can  please  you.     Thanking  you  for  past 
favors,  and-hpping  (to)  hear  from-you  again,  we-are 
Very-truly-yours, 


(No.  20,  81  Words) 

Dear-Sir: 

In  compliance  with-the  request  contained  in-your-letter 
(of  the)  6th-inst.,  we-are  enclosing  herewith  samples  of- 
our  work  in-the  different  colors. 

We-charge  for  circular  work,  by-the  hundred,  four 
cents  per  line  for  composition  and  forty  cents  per 
hundred  for  printing,  or  $4.00  for-the  first  thousand 
and-$2.oo  for  each  additional  thousand. 

We-shall-be-glad  (to)  do  your  work,  or  to-furnish  any 
further  information  you-may  desire. 
Truly-yours, 


LESSON   FORTY 


(No.  21,  92  Words) 


My-dear-Sir: 

Both-the  post-office  authorities  and-the  officers  of-this 
Association  respectfully  and-urgently  request  that  members, 
in  remitting  assessments,  do-so  either  by-their  personal 
check,  bank  draft,  or  post-office  or  express  money  order, 
thereby  enabling  them  (to)  secure  a-duplicate,  if-lost  en- 
route.  We-cannot-be  responsible  for-the  safe  delivery 
to-us  of  currency  remittances.  Do-not  send  currency, 
except  by  registered  mail. 

We  always  send  receipt  promptly  for  remittance  received. 
Please  notify  us  if-your  receipt  is-not  received  in-due  time. 
Yours -truly, 


(No.  22,  176  Words) 
Dear-Sir: 

With-the  approach  of  summer  you-are,  no-doubt,  con- 
templating a-vacation  and-are  possibly  figuring  on  where 
to-go,  the  probable  cost,  time  consumed,  and-numerous 
other  details  in-which  we-might  be  able-to  help  you. 

A-tour  to-the  Pacific  Coast,  taking  in  enroute  Pike's  Peak, 
the  Royal  Gorge,  the  Black  Canyon,  and-other  points  of 
interest  in  Colorado;  the  Grand  Canyon  (of  the)  Colorado, 
in  Arizona;  the  Yosemite  Valley,  in  California;  the  Yellow- 
stone National  Park,  in  Wyoming,  would-be  a-most  de- 
sirable trip. 

All  of-our  proposed  trips  are  easily  and-economically 
made  via  our  lines,  and-the  rates  and-arrangements  for-the 
summer  are  unusually  liberal. 


BUSINESS   LETTERS 


189 


I-?hall-be-pleased  (to)  assist  you  in-planning  your  summer 
trip,  (to)  advise  you  regarding  details,  and-(to)-furnish  you 
beautifully  illustrated  booklets  descriptive  (of  the)  scener\- 
in -the  far  West.  We-are  here  for-this  purpose,  and- 
although  you-do-not  purchase  a  ticket  via  our  lines,  we 
shall-not  consider  our  time  lost  in  talking  with-you. 
Very-truly -yours, 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 
This  book  is  DUE  on  the  last  date  stamped  below. 


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